2520.4 Science 9 12 - West Virginia Schools

AbbreviationsContent AreasSSSocial StudiesWVWest Virginia HistoryHigh School CoursesSocial StudiesSSSocial StudiesCCivics for the 21 st CenturyEEconomics Elective (12 th Grade)GGeography Elective (12 th Grade)Other AbbreviationsPDPerformance DescriptorsOObjectiveSStandard (Content Standard)iv

SOCIAL STUDIES – POLICY 2520.04Social Studies, as a field of study, embodies the essence of mankind and interconnects the past, present and future. It investigates where peoplelive and how they participate as citizens of the world. It manifests how people change, prosper and live in an increasingly culturally diverse,interconnected world. The Social Studies curriculum enables students to understand the political, geographic, economic and social world. Itencourages students to work independently and collaboratively using critical thinking and problem solving skills necessary to develop civicresponsibility for the 21 st Century.A multitude of references was considered to support the development of the Social Studies curriculum including the National Standards forHistory, the National Standards for Social Studies, the National Voluntary Standards for Economics, the National Standards for Civics, and theNational Geographic Standards for Life, in addition to the guidelines of NAEP, ACT, SAT, 21 st Century Partnership, and various accreditedassessment consultants. The foundation of West Virginia’s Content Standards and Objectives in Social Studies is to identify what students shouldknow and to guide them in the development of their skills and dispositions. With this philosophy as a guide, members of the Social StudiesCurriculum Revision Committee developed six content standards for all West Virginia students. Those students who can problem solve, analyze,synthesize, communicate, collaborate and adapt will be successful in the 21st century. “The illiterate of the 21st century will not be those whocannot read and write, but those who cannot learn, unlearn and relearn.” Alvin TofflerWest Virginia’s vision for education includes the integration of technology and critical thinking skills throughout the curriculum so that all WestVirginia students have the opportunity to develop skills that support high achievement. Successful learning environments provide opportunities forstudents to use educational technology with curricular content in relevant context. West Virginia teachers are responsible for integrating the 21 stCentury skills and tools into the content standards and objectives.The Social Studies Content Standards and Objectives establish the foundation of the core disciplines: citizenship, civics/government, economics,geography, history and reading/writing. Each discipline offers a distinct strategy for developing global awareness. Although each content standardprovides a very unique perspective of the world, they should not be taught in isolation. Social Studies is by its very nature integrative. Theimportant social issues require insights from across the disciplines. Citizenship, civics/government, economics, geography and history each offerdistinct approaches and develop specific skills for examining common subject matter, which can be integrated when addressing a particular issueor event. Below is a brief explanation of the specific importance of each core discipline.In Plato’s words, “The direction in which education starts a man will determine his future life.” Social Studies education must begin early to insurethat students develop an understanding and appreciation of the United States as a powerful and proud nation. As we stand in the 21st Century,the United States remains an international leader and role model for democracy. Social Studies education provides students with the knowledgeand skills necessary to collectively and strategically meet the challenges of the 21st Century.The five major content strands have defined objectives that explain what the student should now. The objectives move from the literal level ofidentifying and recognizing information to the more complex skills of analyzing and evaluating. When applying the objectives, all bulleted itemsmust be taught. The abbreviation e.g. indicates examples for teaching the objectives. Furthermore, the teacher is strongly encouraged to reviewthe objectives of the previous grade level to serve as a starting point for review and maintenance in the spiraling curriculum.v

them. Students analyze how individuals, groups and nations have shaped cultural heritages. Students study origins and evolutions of culturehearths, settlements, civilizations, states, nations, nation-states, governments and economic developments. Through history, students understandthe identity and origins of their families, communities, state and nation. Through history, students recognize the influence of world events on thedevelopment of the United States and they evaluate the influence of the United States on the world. Understanding the past helps studentsprepare for the events of the 21 st Century.Standard 6: Reading (SS.S.06)Skillful content reading strategies are essential tools that provide students with the skills needed to fully understand social studies concepts.Students learn to apply the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness. In so doing,students learn to recognize main ideas and supporting details, to locate basic facts (e.g. names, dates, events), to follow sequence of events, toidentify cause and effect, and to draw conclusions. Students learn skills necessary to write and edit organized texts insuring that they understandinformation and communicate it clearly.vii

Kindergarten Social Studies Content Standards and ObjectivesKindergarten 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 responsibilityand collaboration skills learned in Pre-Kindergarten. Teachers emphasize the importance of following rules, respecting the rights ofothers, developing self-control, honesty, courage, justice and leadership. The objectives for elementary West Virginia Social Studiesmay be integrated throughout the K-3 curriculum. The West Virginia Standards for 21 st Century Learning include the followingcomponents: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginiateachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards andobjectives.Grade K Social StudiesStandard: 1 CitizenshipSS.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 (Respectfor People, Events, and Symbols).• develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.K.1)Distinguished Above Mastery Mastery Partial Mastery NoviceKindergarten students atdistinguished:Kindergarten students atabove mastery:Kindergarten students atmastery:Kindergarten students atpartial mastery:.Kindergarten students atnovice:summarize the relationshipsof honesty, courage, andpatriotism; andjustify the reasons for thePledge of Allegiance,patriotic songs, and nationalholidays, and are givenopportunities to participatewith each one; andinterpret the relationship ofrules and consequencesclassify examples ofhonesty, courage, andpatriotism; andexplain the purposes for thePledge of Allegiance,patriotic songs, and nationalholidays and are given theopportunity to recite, sing,or celebrate each; andidentify and illustrateexamples of honesty,courage, and patriotism;andare given the opportunity torecite the Pledge ofAllegiance, sing patrioticsongs, and celebratenational holidays,discussing theirsignificance; anddefine honesty, courage,and patriotism; andare given the opportunity torecite the Pledge ofAllegiance, sing patrioticsongs, and celebratenational holidays; andidentify honesty, courage,and patriotism; andare given the opportunity torecite the Pledge ofAllegiance; and1

and demonstrate conflictresolution; and convinceothers to exhibit behaviorsof sharing, performingchores, caring forbelongings, and showingrespect for others; andrecommend ways they canvolunteer their time andtalents.examine the roles of rules,consequences, and conflictresolution; andcompare behaviors ofsharing, performing chores,caring for belongings, andshowing respect for othersas examples of citizenship;andresearch areas ofvolunteerism and choose anarea of interestdemonstrate the need forrules, consequences, andpeaceful conflict resolution;andtake turns and share,perform daily chores, carefor personal belongings,and show respect forothers; andgive examples ofvolunteerism and explainwhy citizens contribute theirtime and talents.define rules, consequences,and conflict resolution; andshare, perform weeklychores, and care forpersonal belongings; anddefine volunteerism andrelate how citizenscontribute time.match rules andconsequences and identifyexamples of peacefulconflict resolution; andtake care of personalbelongings; andidentify examples ofvolunteerism.ObjectivesSS.O.K.01.01SS.O.K.01.02SS.O.K.01.03SS.O.K.01.04SS.O.K.01.05Grade KStandard: 2SS.S.K.02Students willdemonstrate an understanding that a good citizen takes turns and shares, takes responsibility for doing daily chores, cares forpersonal belongings and shows respect for what belongs to others.identify and illustrate examples of honesty, courage, and patriotism.identify, discuss and demonstrate the need for rules and the consequences for breaking rules and how to resolve disagreementspeacefully.be given the opportunity to recite the Pledge of Allegiance, sing patriotic songs and celebrate national holidays, and discuss theirsignificance.give examples and explain why citizens voluntarily contribute their time and talents to the community.Social StudiesCivics/GovernmentStudents 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.K.2)Distinguished Above Mastery Mastery Partial Mastery NoviceKindergarten students at Kindergarten students at Kindergarten students at Kindergarten students at Kindergarten students at2

distinguished:above mastery:mastery:partial mastery:novice:compare and contrast rolesof authority figures;apply the classroom rules toother situations;explain the importance oftraditional patriotic symbolsand give examples.ObjectivesSS.O.K.02.01SS.O.K.02.02SS.O.K.02.03categorize the roles ofauthority figures in theirdaily lives;model behavior inaccordance with theclassroom rules they havedeveloped;discuss the importance oftraditional patriotic symbols.give examples of authorityfigures and their roles in ourdaily livesexplain the importance ofrules and participate indeveloping rulesidentify traditional patrioticsymbols and are given theopportunity to participate inpatriotic activities.give examples of authorityfigures; andexplain the importance ofclassroom rules; andmatch patriotic symbols withassistance.identify authority figures andclassroom rules; andname classroom rules; andidentify patriotic symbolswith assistance.Students willexplain why rules are important and participate in developing rules.give examples of authority figures in the home, school and community, and recognize their roles in our daily lives.identify traditional patriotic symbols such as state and national flags and be given the opportunity to participate in patriotic activitiessuch as standing for the National Anthem.Grade K Social StudiesStandard: 3 EconomicsSS.S.K.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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).Performance Descriptors (SS.PD.K.03)Distinguished Above Mastery Mastery Partial Mastery NoviceKindergarten students atdistinguished:Kindergarten students atabove mastery:Kindergarten students atmastery:Kindergarten students atpartial mastery:Kindergarten students atnovice:categorize the basic needsof people and differentiatebetween needs and wants;prioritize the basic needs ofpeople and differentiatebetween needs and wants;discuss the basic needs ofpeople and differentiatebetween needs and wants;discuss the basic needs andwants of people; andrecognize that people havebasic needs and wants; and3

andandandevaluate the occupations inthe local community andcategorize those servicesand goods that are providedby the government; andresearch the occupations inthe local community and listthose services and goodsthat are provided by thegovernment; andgive examples of theoccupations in the localcommunity and recognizethat government providessome services and goods;anddiscuss various occupationsin the local community andunderstand the differencebetween services andgoods; andidentify various occupationsin the local community anddiscuss the concepts ofservices and goods; andprioritize goods, estimatingtheir monetary cost, andmodel a savings program.ObjectivesSS.O.K.03.01SS.O.K.03.02SS.O.K.03.03SS.O.K.03.04Grade KStandard: 4SS.S.G.04model the concepts ofexchanging money forgoods and services and ofsaving for the future.demonstrate the conceptsof exchanging money forgoods and services and ofsaving for the future.understand the concepts ofexchanging money forgoods and services and ofsaving for the future.Students willgive examples of occupations within the local community.discuss the basic needs of people (shelter, food, and clothing) and give examples of each.discuss and give examples of economic concepts:• needs and wants• exchange of money for goods and services• saving for the futurediscuss the concepts ofexchanging money forgoods and services and ofsaving for the futurerecognize that some goods and services are provided by the government (schools, parks, police and fire departments).Social StudiesGeographyStudents will• interpret and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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).Performance Descriptors (SS.PD.K.04)Distinguished Above Mastery Mastery Partial Mastery NoviceKindergarten students atdistinguished:Kindergarten students atabove mastery:Kindergarten students atmastery:Kindergarten students atpartial mastery:Kindergarten students atnovice:4

use designated locations ofland masses and bodies ofwater to distinguishrelationships to otherlandmasses and bodies ofwater found on a globe; andselect land masses orbodies of water on a mapthat are close to each otherand explain theirrelationship demonstratingknowledge of personaldirections to locate theirpositions;locate bodies of water andland masses on a globe ormap; andcan locate North and SouthAmerica and the Pacific andAtlantic Ocean on a globeor map; andlocate North America as aland mass on which theylive, and they locate theAtlantic Ocean as theclosest body of water tothem; andgive examples ofcommunity symbols in theirarea, and use map symbolsto locate areas on a map;andgive examples and explainthe need for community andmap symbols; andidentify community and mapsymbols and explain theknowledge of left/right,up/down, near/far, andabove/under using locationson a map or picture; andrecognize personaldirections by using theirbody or location in a room;andidentify left/right andup/down; andcompile a list of the kinds ofweather likely to occur foreach season; andgive an example of a type ofweather that occurs in eachseason and explain why it islikely to occur; andcompare and contrast thecharacteristics of theseasons and describe thecharacteristics of differenttypes of weather; andmatch the characteristics ofa season or type of weatherwith its name; andlist the seasons and identifyrain and snow; andwhen given examples ofurban or rural life in theirstate or community, explainwhy each example is anurban or rural area.ObjectivesSS.O.K.04.01SS.O.K.04.02SS.O.K.04.03SS.O.K.04.04SS.O.K.04.05justify why their communityor city is an urban or a ruralarea.compare and contrastcharacteristics of city andcountry life.give an example of citiesand rural communities intheir area.give the name of the city orcommunity in which theylive.Students willlocate bodies of water and land masses using a globe or a map.demonstrate knowledge of left/right, up/down, near/far and above/under using locations on a map or picture.identify community symbols (e.g., traffic signs, traffic lights, street and highway markers) and map symbols (e.g., legend references toland, water, roads and cities) and explain what each one means.compare and contrast the characteristics of weather and human adaptation:• four seasons• types of weather• types of clothingcompare and contrast characteristics of life in the city (urban) and the country (rural).Grade KSocial Studies5

Standard: 5 HistorySS.S.K.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.K.05)Distinguished Above Mastery Mastery Partial Mastery NoviceKindergarten students atdistinguished:Kindergarten students atabove mastery:Kindergarten students atmastery:Kindergarten students atpartial mastery:Kindergarten students atnovice:contrast and comparecharacteristics ofcommunities and familiesand interpret data as itrelates to the students’ livesand categorize thedifferences in other people,times, and cultures;classify characteristics ofcommunities and familiesand collect and sequencedata as it relates to thestudents’ lives; anddiscriminate between thedifferences in other people,times, and cultures; andidentify characteristics ofcommunities and familiesand collect and sequencedata as it relates to thestudents’ lives; anddiscuss the characteristicsof communities and familiesand sequence data as itrelates to the students’lives; anddescribe the characteristicsof communities and familiesand recognize that datarelates to the students’lives; andreconstruct the past throughliterature, art, customs, andsongs; andrelate the past throughliterature, art, customs, andsongs; andresearch the past throughliterature, art, customs, andsongs and explaindifferences in other people,times, and cultures; anddescribe differences in otherpeople, times, and cultures;and discover the pastthrough literature, art,customs, and songs; anddiscuss differences in otherpeople, times, and cultures;and describe the pastthrough literature, art,customs, and songs; andmatch different sources ofinformation that are used toanswer specific questions.ObjectivesSS.O.K.05.01SS.O.K.05.02SS.O.K.05.03differentiate between thedifferent sources ofinformation that are used toanswer questions.identify sources ofinformation to answerquestions.recognize sources ofinformation to answerquestions.understand that there aredifferent sources that areused to answer questions.Students willcollect data and sequence time, places, people and events as they relate to the student’s own life.identify sources of information to answer questions.research the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends and explain the6

SS.O.K.05.04differences in other people, time and cultures.identify characteristics of communities, families, and family life.7

Elementary West Virginia Studies Content Standards and ObjectivesElementary West Virginia Studies explore historic, geographic, economic and civic concepts. These objectives shall be appropriatelyintegrated into the kindergarten—fourth grade curriculum. Teachers introduce students to geographic places and regions. Therelationship 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 groupswho settled West Virginia. The course content reflects West Virginia’s unique characteristics as well as its national and globalrelationships. The West Virginia Standards for 21 st Century Learning include the following components: 21 st Century Content Standardsand Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroominstruction that integrates learning skills, technology tools and content standards and objectives.Grade WV Social StudiesStandard: 1 CitizenshipSS.S.WV.1 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.WV.1)Distinguished Above Mastery Mastery Partial Mastery NoviceElementary studentsperforming at thedistinguished level incitizenship:Elementary studentsperforming at the abovemastery level in citizenship:Elementary studentsperforming at the masterylevel in citizenship:Elementary studentsperforming at the partialmastery level in citizenship:Elementary studentsperforming at the novicelevel in citizenship:summarize the differencesbetween civicresponsibilities, privileges,and rights;explain the importance ofcivic responsibilities,privileges and rights;categorize and giveexamples of civicresponsibilities, privileges,and rights;give examples for civicresponsibilities, privileges,and rights;list examples of civicresponsibility;choose a local problem anddevelop a plan to implementa solution;research local problems,choose one, and propose asolution;propose solutions to a localproblem volunteer to help;identify a local problemdefine volunteerism;give an example ofvolunteering locally; andassess characteristics ofdefend reasons for being amodel behavior thatdiscuss behavior thatdefine good citizenship.8

good citizenship. good citizen. demonstrates goodcitizenship.demonstrates goodcitizenship.Objectives Students willSS.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.WV.1.3 model the behavior that shows how students are citizens of their classroom, community, state, and nation.SS.O.WV.1.4 take and defend a position as to why fulfilling one’s civic responsibility is important.Grade WV Social StudiesStandard: 2 Civics/GovernmentSS.S.WV.2 Students will• examine and analyze the purpose 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 inthe 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 toworld affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.WV.2)Distinguished Above Mastery Mastery Partial Mastery NoviceElementary studentsperforming at thedistinguished level in civics:Elementary studentsperforming at the abovemastery level in civics:Elementary studentsperforming at the masterylevel in civics:Elementary studentsperforming at the partialmastery level in civics:Elementary studentsperforming at the novicelevel in civics:compare roles and functionsof the state government tothe roles and function of thenational and discuss howthey relate to each other;evaluate the importance ofroles or functions of localand county levels comparedto those of the state level ofgovernment;compare and contrast rolesand functions of thegovernment at the local,county and state levels;state a role or function ofgovernment at the local,county, and state level;define local, county, andstate government;choose important statesymbols, holidays,celebrations, or people andsummarize their roles; andanalyze the importance ofstate symbols, holidays,celebrations, and people;andidentify and describeimportant state symbols,holidays, celebrations andpeople; anddiscuss important holidays,local celebrations andpeople of West Virginia; andname important holidaysand local celebrations ofWest Virginia; andexplain event(s) leading tothe development of theState Motto and State Songand are given thediscuss the purpose of theState Motto and State Songand are given theopportunity to recite each.explain and are given theopportunity to recite theState Motto and State Song.define and are given theopportunity to recite theState Motto and State Song.identify and are givenopportunity to recite theState Song or State Motto.9

opportunity to recite each.Objectives Students willSS.O.WV.2.1 identify state symbols, the state capital, celebrations, holidays, famous West Virginians, and the title of the elected leader (theGovernor) 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, countyand state levels.Grade WV Social StudiesStandard: 3 EconomicsSS.S.WV.3 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.WV.3)Distinguished Above Mastery Mastery Partial Mastery NoviceElementary studentsperforming at thedistinguished level ineconomics:Elementary studentsperforming at the abovemastery level in economics:Elementary studentsperforming at the masterylevel in economics:Elementary studentsperforming at partialmastery level in economics:Elementary studentsperforming at the novicelevel in economics:critique the importance ofmajor occupations of peoplein West Virginia; andcompare major occupationsof people in West Virginia;andcategorize majoroccupations of people inWest Virginia; andgive examples ofoccupations of people inWest Virginia; andidentify occupations ofpeople in West Virginia; andassess the importance of explain how naturalthe state’s natural resources resources and geographicand geographic features to features effect the state’sits economic development economic development andand the economy of the contribute to the economicnation.well-being of its residents.Objectives Students willSS.O.WV.3.1development of the state.SS.O.WV.3.2research the naturalresources and geographicfeatures of West Virginiaand discuss their effectupon the state’s economicdevelopment.give examples of naturalresources and identify thegeographic features thataffect the state’s economy.list natural resources andrecognize geographicfeatures and tell how theyare important to the state’seconomy.locate and give examples of the natural resources and geographic features of West Virginia and show their effect upon the economiccategorize the major occupations of people in the private and public sectors of West Virginia.10

Grade WV Social StudiesStandard: 4 GeographySS.S.WV.04 Students will• interpret and choose maps, globes, and other geographic tools to categorize and organize information about personaldirections, people, places, and environments (The World in Spatial Terms).• examine the physical and human characteristics of place and examine how the lives of people are rooted in places andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.WV.04)Distinguished Above Mastery Mastery Partial Mastery NoviceElementary studentsperforming at distinguishedlevel in geography:Elementary studentsperforming at abovemastery level in geography:Elementary studentsperforming at mastery levelin geography:Elementary studentsperforming at partialmastery level in geography:Elementary studentsperforming at novice level ingeography:create a map that illustratesrelationships between WestVirginia counties and thelocation of their countyseats, bordering states, andselected items and create adescription differentiatingbetween the exact andrelative location of each;andplace West Virginiacounties and county seats,bordering states, andselected items on a mapand explain the importanceof differentiating betweenthe exact and relativelocation of each; andlocate West Virginiacounties and county seats,bordering states, andselected items anddifferentiate between theexact and relative locationof each; andname West Virginiacounties and county seats,bordering states, andselected items anddifferentiate between theexact and relative locationof each; andknow that West Virginia isdivided into counties andeach has a county seat, thatthere are bordering states,discuss selected items, anddefine exact and relativelocations; andsummarize the four physicalgeographic regions,evaluate the importance ofthe weather patterns andanalyze the relationshipbetween the location ofnatural resources andphysical geography, andevaluate their impact on thedebate the similarities anddifferences of the fourphysical geographicregions, explain the weatherpattern changes andevaluate the impact ofnatural resource locationand physical geography;determine the four physicalgeographic regions,illustrate the weatherpatterns and analyze theimpact of natural resourcelocation and physicalgeography.name the four physicalgeographic regions,describe the weatherpatterns and explain theimpact of natural resourcelocation and physicalgeography.know that there are fourphysical geographicregions, tell what theweather patterns are andidentify the natural resourceland physical geography.11

inhabitants.ObjectivesSS.O.WV.04.01SS.O.WV.04.02SS.O.WV.04.03SS.O.WV.04.04SS.O.WV.04.05SS.O.WV.04.06SS.O.WV.04.07SS.O.WV.04.08SS.O.WV.04.09SS.O.WV.04.10Students willlocate West Virginia and bordering states on a United States map.determine the four physical geographic regions of West Virginia and the major communities contained within each region.locate counties and county seats on a West Virginia map.analyze the impact of West Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interactionwith others outside the state.illustrate West Virginia’s climate and track the weather.compare and contrast the characteristics of renewable and nonrenewable resources.differentiate between the exact and relative locations of their state, town, county, and personal address.research West Virginia’s population, products, resources, transportation, state parks, forests, and scenic/recreational resources anddraw conclusions from the information.use a grid system to locate natural and man-made items on a map.recognize the eight tourist regions of West Virginia.Grade WV Social StudiesStandard: 5 HistorySS.S.WV.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.WV.05)Distinguished Above Mastery Mastery Partial Mastery NoviceElementary studentsperforming at thedistinguished level inhistory:Elementary studentsperforming at the abovemastery level in history:Elementary studentsperforming at the masterylevel in history:Elementary studentsperforming at the partialmastery level in history:Elementary studentsperforming at the novicelevel in history:summarize past andpresent lifestyles of WestVirginia and relate theculture to folklore andheritage;discriminate between pastand present lifestyles givingreason for their differencesand evaluate the folkloreand heritage;compare and contrast pastand present lifestyles ofWest Virginia and describethe cultural life reflected infolklore and heritage;describe lifestyles andcultural life of West Virginiareflected in folklore andheritage;give examples of past andpresent lifestyles of WestVirginia;12

summarize changes in theeconomic, social, andpolitical history of WestVirginia; andexplain important events ineconomic, social, andpolitical history of WestVirginia; andreconstruct the economic,social, and political historyof West Virginia; andgive examples of economic,social, and political historyof West Virginia; andlist examples of economic,social, and political historyof West Virginia; andsummarize and defendsources they use to writereports.ObjectivesSS.O.WV.05.01SS.O.WV.05.02SS.O.WV.05.03SS.O.WV.05.04research topics of interestand write short summaries.construct short reports toanswer specific questions.write a paragraph or shortanswer to specificquestions.Students willreconstruct the economic, social and political history of West Virginia.research and describe the cultural life of West Virginia as reflected in folklore and heritage.compare and contrast past and present lifestyles of West Virginians.use reference sources to construct short reports that answer specific questions about West Virginia.verbally give short answersto specific questions.13

First Grade Social Studies Content Standards and ObjectivesFirst grade Social Studies explores the role of the citizen in the schools, family and community. Students learn responsibilities,privileges and rights, patriotic traditions, symbols, functions of money and the connection of the past to the present. Conflictresolution, consumer roles and good safety practices will be introduced. Students recognize geographic features and identify regions.A variety of graphic skills will be incorporated, including graphs, charts and timelines. Economic concepts of basic needs andcommunity occupations will be explored. The objectives for elementary West Virginia Social Studies may be integrated throughout theK-3 curriculum. The West Virginia Standards for 21 st Century Learning include the following components: 21 st Century ContentStandards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible forclassroom instruction that integrates learning skills, technology tools and content standards and objectives.Grade 1 Social StudiesStandard: 1 CitizenshipSS.S.01.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.1.1)Distinguished Above Mastery Mastery Partial Mastery NoviceFirst grade students atdistinguished:First grade students atabove mastery:First grade students atmastery:First grade students atpartial mastery:First grade students atnovice:discriminate between civicresponsibilities, privileges,and rights and giveexamples of each; andcategorize examples of civicresponsibilities, privileges,and rights; andexplain various civicresponsibilities, privilegesand rights, and defend aposition as to why civicresponsibility is important;andgive examples for civicresponsibilities, privileges,and rights; andlist examples of civicresponsibility; andchoose a local problem,recommend a solution, anddevelop a plan to implementthe solution; andresearch local problems,choose one, and propose asolution; andpropose solutions to a localproblem and investigateopportunities forvolunteering locally; andidentify a local problemdefine volunteerism; andgive an example ofvolunteering locally; and14

assess characteristics ofcitizens and determinewhich ones demonstrategood citizenship.ObjectivesSS.O.01.01.01SS.O.01.01.02SS.O.01.01.03SS.O.01.01.04SS.O.01.01.05SS.O.01.01.06SS.O.01.01.07defend reasons for being agood citizen.model behavior thatdemonstrates goodcitizenship.discuss behavior thatdemonstrates goodcitizenship.define good citizenship.Students willexpress opinions and accept opinions of others in solving problems and/or resolving conflicts.illustrate examples of honesty, caring and trustworthiness in the home and at school.participate in developing classroom rules and discussing the consequences of breaking rules.demonstrate respect and responsibility for self and others’ materials and belongings.be given the opportunity to recite the Pledge of Allegiance, participate in patriotic singing and celebrate national holidays and discusstheir significance.discuss the importance of volunteerism and participate in school/community projects.demonstrate and give examples of appropriate behavior in dangerous situations (e.g., fire, poison, traffic, strangers and drugs).Grade 1 Social StudiesStandard: 2 Civics/GovernmentSS.S.01.02 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.1.2)Distinguished Above Mastery Mastery Partial Mastery NoviceFirst Grade students atdistinguished:First Grade students atabove mastery level:First Grade students atmastery:First Grade students atpartial mastery:First Grade students atnovice:compare roles and functionsof the state government tothe roles and function of thenational and discuss howthey relate to each other;andevaluate the importance ofroles or functions of localand county levels comparedto those of the state level ofgovernment; andcompare and contrast rolesand functions of thegovernment at the local,county and state levels; andstate a function or role ofgovernment at the local,county, and state level; anddefine local, county, andstate government; andselect important statesymbols, holidays,celebrations, or people anddescribe the importance ofstate symbols, holidays,celebrations, and people;identify important statesymbols, holidays,celebrations and people;recognize importantholidays, celebrations andpeople of West Virginia; andname important holidaysand local celebrations ofWest Virginia; and15

examine the role of each inthe state government; andandandrelate the event(s) leadingto the development of theState Motto and State Songand are given theopportunity to recite each.ObjectivesSS.O.01.02.01SS.O.01.02.02SS.O.01.02.03SS.O.01.02.04discuss the purpose of theState Motto and State Songand are given theopportunity to recite each.recognize and are given theopportunity to recite theState Motto and State Song.know what a State Mottoand State Song are and aregiven opportunity to reciteeach.recognize and are givenopportunity to recite theState Song or State Motto.Students willdescribe, discuss and practice various group roles (e.g., group leader, recorder, reporter, collector) in the classroom.identify the three levels of government (local, state and federal).identify the President and Governor and other government leaders and describe their roles and explain the need for authority figures.explain the difference between rules and laws, establish criteria for determining if a rule or law is fair and identify the consequencesfor breaking rules.Grade 1 Social StudiesStandard: 3 EconomicsSS.S.01.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.1.03)Distinguished Above Mastery Mastery Partial Mastery NoviceFirst grade students atdistinguished:First grade students atabove mastery:First grade students atmastery:First grade students atpartial mastery:First grade students atnovice:compare major occupationsof people in West Virginiaand evaluate theirimportance to the state; andcompare major occupationsof people in West Virginia;andcategorize the majoroccupations of people inWest Virginia; andgive examples ofoccupations of people inWest Virginia; andidentify occupations ofpeople in West Virginia; andassess the importance ofthe state’s natural resourcesto the nation’s economy andsummarize how geographicresearch and examine hownatural resources andgeographic features effectthe state’s economiclocate and provideexamples of the naturalresources and geographicfeatures of West Virginiagive examples of naturalresources and recognizegeographic features thataffect the state’s economy.list natural resources ofWest Virginia and tell howthey are important to thestate’s economy.16

features have an effectupon the state’s economicdevelopment.ObjectivesSS.O.01.03.01SS.O.01.03.02SS.O.01.03.03development and contributeto the economic well-beingof its residents.and discuss their effectupon the state’s economicdevelopment.Students willrecognize that all people share the same basic needs and choose from among needs and wants and predict the consequences ofthose choices.demonstrate the exchange of goods and services (using money or other goods and services).recognize the characteristics of occupations in the community.Grade 1 Social StudiesStandard: 4 GeographySS.S.01.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.1.04)Distinguished Above Mastery Mastery Partial Mastery NoviceFirst grade students atdistinguished:First grade students atabove mastery:First grade students atmastery:First grade students atpartial mastery:First grade students atnovice:locate surrounding states ofWest Virginia andsurrounding countries of theUnited States andcompare two or moreexamples of each majorgeographic feature on aUnited States map; andlocate surrounding states ofWest Virginia and illustrateexamples of majorgeographic features foundon a United States map;andlocate West Virginia andUnited States on a globe ormap and locate majorgeographic features on aUnited States map; andunderstand the relationshipof West Virginia to theUnited States and identifythe Ohio River andAppalachian Mountains asmajor geographic featuresof their state; andstate West Virginia as aplace where they live andidentify the mountains as amajor geographic feature ofthe state; andconstruct a simple map toscale with a legend usingcardinal directions and mapsymbols; andconstruct a simple map witha legend, cardinaldirections, and mapsymbols; andconstruct and interpretsimple maps using cardinaldirections, location, scale,and symbols in a legend;draw a simple map andshow cardinal directionsand symbols on their map;anddemonstrate or showcardinal directions on amap; and17

andgiven a designated day,month, or season, studentscan relate the names ofother days, months, orseasons in the sequencebefore and after; andcan state the day, month, orseason following eachdesignated example insequence; andsequence days, months,and seasons of the yearand relate how climate andweather affect people lives;andlist the days of the weekand the seasons and tellhow climate/weather affectsthe types of work people do;andlist the seasons and tell howthey feel when it is cold orhot and what kinds ofactivities can be doneduring these times; andcompare climate/weather indifferent areas of the UnitedStates and compare uses ofdifferent natural resources.discuss effects ofclimate/weather on people’slives and classify examplesof basic natural resources.give examples of basicnatural resources.list two or three commonnatural resources.name at least one basicnatural resource.Objectives Students willSS.O.01.04.01 construct a simple map of a familiar area (such as the school) incorporating cardinal directions and map symbols.SS.O.01.04.02 locate and identify the following using a globe and world map:• West Virginia• United States• geographic featuresSS.O.01.04.03 sequence the seasons of the year, days of the week and months.SS.O.01.04.04 give examples of basic natural resources.SS.O.01.04.05 recognize and relate how climate/weather affects the way people live (e.g., food, clothing, shelter, recreation).SS.O.01.04.06 construct and interpret simple maps using cardinal directions, locations, a scale and symbols in a legend.Grade 1Standard: 5SS.S.01.05Social StudiesHistoryStudents will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 Applications).• examine, analyze, and synthesize historical knowledge or major events, individuals, cultures, and the humanities of WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.1.05)Distinguished Above Mastery Mastery Partial Mastery NoviceFirst grade students at First grade students at First grade students at First grade students at First grade students at18

distinguished:above mastery:mastery:partial mastery:novice:research changes incommunities over time; andcollect information about theways in which communitieschange over time; andgive examples of wayscommunities change overtime; anddiscuss the ways in whichcommunities change overtimerecognize that communitieschange over time; andevaluate and prioritizehistorical information; andorganize and classifyhistorical information; andparticipate in the collectionand organization ofhistorical data; andparticipate in theorganization of historicaldata; anddiscuss historical data fromvarious sources; andcategorize characteristics ofthe past andcompare/contrastcontributions of heroicpeople; andresearch characteristics ofthe past and contributions ofheroic people; andidentify characteristics ofthe past and contributions ofheroic people; anddescribe characteristics ofthe past and contributions ofheroic people; andmatch characteristics of thepast and contributions ofheroic people; andmake inferences fromcultural differences tosupport understanding andempathy; andcontrast/compare culturaldifferences to buildunderstanding andempathy; andinvestigate culturaldifferences to buildunderstanding andempathy; andunderstand culturaldifferences to buildunderstanding andempathy; anddescribe cultural differencesto build understanding andempathy; anddefend family historicalinformation through threegenerations using primarysources and makecomparisons to present-dayliving; andresearch family historicalinformation through threegenerations and makecomparisons to present-dayliving; andcollect family historicalinformation through twogenerations and makecomparisons to present-dayliving; andcollect family historicalinformation through twogenerations and examinethe comparisons to presentdayliving; andcollect family historicalinformation through twogenerations; andcompare and contrastdifferent types of families,summarizing by categoriesthe characteristics of each.ObjectivesSS.O.01.05.01SS.O.01.05.02SS.O.01.05.03SS.O.01.05.04SS.O.01.05.05compare and contrastdifferent types of families,listing the characteristics ofeach.compare and contrastdifferent types of families.give examples of differenttypes of families.discuss the different typesof families.Students willgive examples of ways communities change over time (e.g., landscape, buildings, jobs, population).collect information to contrast family history through two generations (parents, grandparents) and make comparisons to present-day.identify characteristics of the past and contributions of heroic people using sources such as stories, folk tales, pictures, poems,songs, legends, holdings and customs, and organize historical data.investigate cultural differences through celebrations, holidays and family traditions to build empathy and understanding for individualsand groups.compare and contrast different types of families (e.g., single parent, extended, multi-generational).19

Grade 1Standard: 6SS.S.01.06Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.20

Second Grade Social Studies Content Standards and ObjectivesSecond grade Social Studies expands the roles of citizenship. Students learn the functions of government, local folklore, symbols andtraditions. The roles and responsibilities of each child as a citizen in a democratic community and nation will be emphasized. They willexplore volunteer and service activities, conservation and environmental preservation. The use of conflict resolution will be reinforced.Students will continue to learn about geographic places and regions and participate in map activities. Students will learn the economicconcepts of needs/wants, bartering and saving/spending. The objectives for elementary West Virginia Social Studies may be integratedthroughout the K-4 curriculum. The West Virginia Standards for 21 st Century Learning include the following components: 21 st CenturyContent Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsiblefor classroom instruction that integrates learning skills, technology tools and content standards and objectives.Grade 2 Social StudiesStandard: 1 CitizenshipSS.S.02.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.2.1)Distinguished Above Mastery Mastery Partial Mastery NoviceSecond grade studentsperforming at thedistinguished level incitizenship:Second grade studentsperforming at the abovemastery level in citizenship:Second grade studentsperforming at the masterylevel in citizenship:Second grade studentsperforming at the partialmastery level in citizenship:Second grade studentsperforming at the novicelevel in citizenship:evaluate different types ofvalues and lead a conflictresolution session;demonstrate values andanalyze components ofconflict resolution;examine values andpractice conflict resolution;describe values andexplain conflict resolutionname values and recognizeconflict resolution;critique the role of a goodcitizen and create avolunteer project to serve aneed; andpractice good citizenshipand defend the volunteerproject choice; andmodel good citizenship andchoose to participate in avolunteer project; anddescribe good citizenshipand list volunteer projectchoices; andgive examples of goodcitizenship and name avolunteer project; andexplain the significance ofdifferentiate between local,participate in nationalexplain reasons toname national celebrations.21

national celebrations to asociety.state and nationalcelebrations.celebrations.participate in nationalcelebrations.Objectives Students willSS.O.02.01.01 choose and participate in a project of volunteer service.SS.O.02.01.02 examine examples of honesty, trustworthiness, compassion and empathy in daily life experiences.SS.O.02.01.03 model the personal responsibilities of good citizenship in the classroom (e.g., responsibility, self-control).SS.O.02.01.04 be given the opportunity to recite the Pledge of Allegiance and participate in national celebrations.SS.O.02.01.05 recognize and practice components of conflict resolution within the school community.Grade 2 Social StudiesStandard: 2 Civics/GovernmentSS.S.02.02 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.2.2)Distinguished Above Mastery Mastery Partial Mastery NoviceSecond grade studentsperforming at thedistinguished level in civics:Second grade studentsperforming at the abovemastery level in civics:Second grade studentsperforming at the masterylevel in civics:Second grade studentsperforming at the partialmastery level in civics:Second grade studentsperforming at the novicelevel in civics:write new rules and lawsand explain the impact ofusing the new ones in placeof the old ones;evaluate existing rules andlaws, imagine the changesthat would take placewithout them;compare and contrast rulesand laws, assess theirimportance and justify howthey provide order;differentiate between rulesand laws and recognize thatthey provide order;identify rules and laws andstate that they provideorder;create an alternative designfor three levels ofgovernment; andvalidate the need for threelevels of government; andexplain the need for threelevels of government; andgive examples of needs atthe local, state and nationallevels of government; andrecognize that there arethree levels of government;andprove why responsibleleaders and authorityfigures are necessary.ObjectivesSS.O.02.02.01express the need forauthority figures andresponsible leaders.recognize the need forauthority figures andresponsible leaders.identify the characteristicsof authority figures andresponsible leadersStudents willdiscuss and explain why different levels of government (local, state, federal) are needed.name authority figures andresponsible leaders.22

SS.O.02.02.02SS.O.02.02.03SS.O.02.02.04compare and contrast rules and laws.recognize the need for authority figures and describe the characteristics of responsible leaders.assess the importance of laws/rules and justify how and why they can provide order and predictability.Grade 2 Social StudiesStandard: 3 EconomicsSS.S.02.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.2.03)Distinguished Above Mastery Mastery Partial Mastery NoviceSecond grade studentsperforming at thedistinguished level ineconomics :Second grade studentsperforming at the abovemastery level in economics:Second grade studentsperforming at the masterylevel in economics:Second grade studentsperforming at the partialmastery level in economics:.Second grade studentsperforming at the novicelevel in economics:create situations thatrequire economic choices,predict consequences ofalternative choices,evaluate the importance ofbanks in the choices;explain the outcomes ofeconomic choices,anticipate consequences,analyze the role of banks insaving for the future;make economic choices,predict consequences ofthose choices, explain therole of banks in saving forthe future;recognize economicchoices, explain theconsequences, identify therole of banks in saving;discuss economic choices,recognize theconsequences, recall thatbanks are a place to savemoney;evaluate the needs andwants of people, anddemonstrate bartering;categorize the needs andwants of people, andexplain bartering;compare and contrast theneeds and wants of people,and examine bartering;list the needs and wants ofpeople, and recognizebartering;name needs and wants ofpeople, and identifybartering;explain the implications ofthe changes in variousoccupations in thecommunity; andcreate graphs, charts, andtables from new dataillustrate changes in variousoccupations in thecommunity; andsummarize the data ongraphs, charts, and tables.research variousoccupations in thecommunity; andconstruct and interpretgraphs, charts, and tables.research variousoccupations in thecommunity; andconstruct and explaingraphs, charts, and tables.research variousoccupations in thecommunity; andconstruct and add data tographs, charts, and tables.23

ObjectivesSS.O.02.03.01SS.O.02.03.02SS.O.02.03.03SS.O.02.03.04SS.O.02.03.05SS.O.02.03.06Students willmake economic choices and predict the consequences of those choices.research various occupations and how job opportunities in the community have changed.examine bartering as an alternative method of securing goods/services and needs/wants and compare to present ways of acquiringgoods and services.compare and contrast the needs of people in different cultures and show how they meet their needs in different ways.explain the role of banks in saving for the future purchase of goods and services.construct and interpret a variety of graph, charts, and tables.Grade 2 Social StudiesStandard: 4 GeographySS.S.02.04 Students will• interpret and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.2.04)Distinguished Above Mastery Mastery Partial Mastery NoviceSecond grade studentsperforming at thedistinguished level ingeography:Second grade studentsperforming at the abovemastery level in geography:Second grade studentsperforming at the masterylevel in geography :Second grade studentsperforming at the partialmastery level in geography:Second grade studentsperforming at the novicelevel in geography:explain the value of locatingWest Virginia, the US, majorworld regions and majorgeographic features onmaps and globes;illustrate West Virginia, theUnited States, major worldregions and majorgeographic features onmaps and globes;recognize the United Statesand West Virginia byshape, relative location, andmajor geographic featureson different maps andglobes;identify West Virginia, theUnited States andgeographic features by theirshapes on maps andglobes;point out West Virginia, theUnited States and majorgeographic features byshape on a map or globe;evaluate the use of thecompass rose, map legend,and various map scales;create a diagram of acompass rose, map legend,and a school or class mapto scale; anddemonstrate knowledge ofcompass rose, a maplegend, and choose a mapscale; andlocate the compass roseand map symbols on a mapand draw a simple map oftheir school; andlabel the directions on acompass rose, identifycommon map symbolsfound on a map; and24

analyze the need for naturalresources and interpret howthese needs have impactcommunities and causechange.ObjectivesSS.O.02.04.01SS.O.02.04.02SS.O.02.04.03SS.O.02.04.04SS.O.02.04.05SS.O.02.04.06generate original examplesand discuss the need fornatural resources andexplain the processes thathave caused communitiesto changegive examples of howpeople use basic naturalresources and recognizethe processes that havecaused communities in thecounty and state to changegive an example of how onenatural resource is usedand identify a change itmade in the community orstate.recognize a change hasoccurred in the county orstate.Students willlocate the United States on a map and recognize West Virginia by the shape and relative location.demonstrate knowledge of cardinal directions, a compass rose and map legends on a map.recognize major geographic features on a variety of maps and globes (e.g., rivers, lakes, oceans, islands, continents, mountains).give examples of basic natural resources and how people use these resources.recognize the processes that have caused the major communities in the county and state to change.choose a map scale to construct class and school maps.Grade 2 Social StudiesStandard: 5 HistorySS.S.02.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.2.05)Distinguished Above Mastery Mastery Partial Mastery NoviceSecond grade studentsperforming at adistinguished level inhistory:Second grade studentsperforming at an abovemastery level in history:Second grade studentsperforming at a masterylevel in history:Second grade studentsperforming at a partialmastery level in history:Second grade studentsperforming at the novicelevel in history:compare and contrastmaterial from varioushistoric data collectionmethods and research localhistorically significant sitesappraise and critiquematerial from varioushistorical data collectionmethods and research localhistorically significant sitesdraw conclusions fromvarious historic datacollection methods and giveexamples of localhistorically significant sitesexamine data from varioushistoric collection methodsand identify locally historicalsignificant sites and people;discuss data from varioushistoric collection methodsand view local historicallysignificant sites and people;25

and people;and people;and people;research children’sliterature, art and music toevaluate elements of familyand community life indifferent cultures andinterpret and appraise pastcontributions of heroicpeople, Native Americans,and settlers; andanalyze children’s literature,art and music todiscriminate betweenelements of family andcommunity life in differentcultures and communicatepast contributions of heroicpeople, Native Americans,and settlers; anduse children’s literature, artand music to compare andcontrast elements of familyand community life indifferent cultures andcompare and contrast pastcontributions of heroicpeople, Native Americans,and settlers; andread and discuss children’sliterature, art and music tocompare elements of familyand community life indifferent cultures and reporton the lives of heroicpeople, Native Americans,and settlers to establishpast contributions; anddiscuss selections ofchildren’s literature, art andmusic to understandelements of family andcommunity life in differentcultures and read about anddiscuss past contributions ofheroic people, NativeAmericans, settlers; andcompare and contrastvarious forms of mediarepresenting current events.ObjectivesSS.O.02.05.01SS.O.02.05.02SS.O.02.05.03SS.O.02.05.04SS.O.02.05.05classify current events usingvarious forms of media.discuss current eventsusing various forms ofmedia.describe current eventsusing various forms ofmedia.make sense of currentevents using various formsof media.Students willgather information and data using family artifacts, photos and interviews to compare different life styles and use this information toconstruct a timeline, chart of graph of family history through three generations.explore the history of the community and give examples of locally significant sites and people.compare and contrast the past contributions of heroic people using sources such as stories, folk tales, pictures, poems, songs,legends, holidays and customs.discuss current events using various media (e.g., student newspaper, television, news broadcasts).read children’s books, stories, legends, myths and folklore and collect data from timelines, charts and graphs to compare andcontrast the variety of traditions, languages, structures of families and community life in different cultures, (e.g., Native Americans,early settlers, cultures around the world), and draw conclusions from what they have learned.Grade 2Standard: 6SS.S.02.06Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge insuring a foundation of collegereadiness 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 ideas or purpose of content.• draw generalizations and conclusions about people and events.• write and edit organized texts of various genres to insure that information is clearly understood.26

Refer to policy 2520.1 for specific grade level reading and writing objectives.27

Third Grade Social Studies Content Standards and ObjectivesThird grade Social Studies presents a study of the broader community to introduce state and nation. Students explain communitychanges due to technology, human interaction with the environment and the movement of people. Students practice citizenship in theschool 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 SocialStudies may be integrated throughout the K-4 curriculum. The West Virginia Standards for 21 st Century Learning include the followingcomponents: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginiateachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards andobjectives.Grade 3 Social StudiesStandard: 1 CitizenshipSS.S.03.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.03.1)Distinguished Above Mastery Mastery Partial Mastery NoviceThird grade studentsperforming at thedistinguished level incitizenship:Third grade studentsperforming at the abovemastery level in citizenship:Third grade studentsperforming at the masterylevel in citizenship:Third grade studentsperforming at the partialmastery level in citizenship:Third grade studentsperforming at the novicelevel in citizenship:explain what happens whenpeople choose not to begood citizens and practiceprinciples of honesty,fairness, and justice;explain why you choose tobe a good citizen andpractice principles ofhonesty, fairness, andjustice;describe and model goodcitizenship in variouslocations and practiceprinciples of honesty,fairness, and justice;recognize the importance ofgood citizenship in variouslocations and practiceprinciples of honesty,fairness, and justice;name acts of goodcitizenship in variouslocations and practiceprinciples of honesty,fairness, and justice;analyze the impact specificgroups make in acommunity by workingtogether and determine theresearch communitygroups, find their goals, andexplain how they make thecommunity better;examine the impact thatgroups can make in acommunity by workingtogether;identify groups that work incommunity and researchtheir goals;name groups that worktogether in the community;28

value of their work;create a volunteer program,and lead it to accomplish itsgoals;choose a volunteer programand take on a leadershiprole to accomplish its goals;choose a volunteerprogram, and work toaccomplish its goals;name a volunteer program,and work to accomplish itsgoals;discuss what a volunteerprogram is and work toaccomplish its goals;analyze the significance ofpatriotic symbols, holidays,and famous people andorder them by relativeimportance; andresearch and explain thesignificance of patrioticsymbols, holidays, andfamous people; andexplain the significance ofpatriotic symbols, holidays,and famous people; andmatch patriotic symbols,holidays, and famouspeople to their meanings;andname patriotic symbols,holidays, and famouspeople; andanalyze specific examplesof the common good andexplain the importance ofrespect for and protection ofminorities.examine examples of thecommon good and explainthe importance of respectfor and protection ofminorities.identify examples of thecommon good andrecognize the importance ofrespect for and protection ofminorities.study examples of thecommon good and state theimportance of respect forand protection of minorities.read about examples of thecommon good and theimportance of respect forand protection of minorities.Objectives Students willSS.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.Grade 3Standard: 2SS.S.03.02Social StudiesCivics/GovernmentStudents 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.03.2)Distinguished Above Mastery Mastery Partial Mastery Novice29

Third grade studentsperforming at thedistinguished level in civics:Third grade studentsperforming at the abovemastery level in civics:Third grade studentsperforming at the masterylevel in civics:Third grade studentsperforming at the partialmastery level in civics:Third grade studentsperforming at the novicelevel in civics:debate the importance ofgovernment in differentsettings;prioritize the importance ofgovernment in differentsettings;evaluate the importance ofgovernment in differentsettings;give reason for theimportance of governmentin different settings;state that government isimportant;develop criteria to evaluaterules and laws;choose and use criteria toevaluate rules and laws;apply criteria to evaluaterules and laws;use a checklist to evaluaterules and laws;find examples of rules andlaws;categorize theresponsibilities of membersof the three levels ofgovernment;differentiate among thethree levels of governmentand their responsibilities;identify the three levels ofgovernment and theirresponsibilities;match the three levels ofgovernment and theirresponsibilities;define the three levels ofgovernment;defend the importance ofmajority rule in ademocracy; andcompare/contrast majorityrule and other politicalsystems; anddefine and give examples ofmajority rule; anddefine and practice majorityrule in the classroom; andparticipate in classroomvoting to practice majorityrule; andevaluate how commonlyheld principles and beliefsunite citizens and protectthem.ObjectivesSS.O.03.02.01SS.O.03.02.02SS.O.03.02.03SS.O.03.02.04SS.O.03.02.05evaluate how commonlyheld principles and beliefsunite citizens.explain how commonly heldprinciples and beliefs unitecitizens.list commonly heldprinciples and beliefs thatunite citizens.Students willevaluate the importance of government in the classroom, school, community and state.explain that citizens are united by commonly held principles and beliefs.identify the three levels (local, state, federal) of government and the responsibilities of each level.define major rule and give examples of that concept in a democracy.apply criteria in evaluating rules and laws (e.g., strengths and weaknesses, design and purpose, enforcement, bias).state that citizens in theUnited States share certainbeliefs.Grade 3Standard: 3SS.S.03.03Social StudiesEconomicsStudents will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).30

• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.03.03)Distinguished Above Mastery Mastery Partial Mastery NoviceThird grade studentsperforming at thedistinguished level:Third grade studentsperforming at the abovemastery level:Third grade studentsperforming at the masterylevel:Third grade studentsperforming at the partialmastery level:Third grade studentsperforming at the novicelevel:research and developmodels that characterizescarcity, develop amarketing plan to illustratethe concept of supply anddemand, and create amodel to show raw materialto finished product;explain how scarcity occursand differentiate betweenthe concepts of supply anddemand and analyze thepath from raw material tofinished product whendisruptions occur;characterize scarcity andillustrate the concept ofsupply and demand and thepath from raw material tofinished product;give examples of scarcityand the concept of supplyand demand and trace thepath from raw material tofinished product;define scarcity and supplyand demand and sequencepictures that illustrate thepath from raw material tofinished product;create an advertisementthat would increase demandfor a sample product;analyze increases inadvertising and otherfactors that increaseproduct demand;correlate increases inadvertising and productdemand;discuss and illustrate howincreases in advertisingaffect product demand;find examples of advertisingand discuss productdemand;prepare sample budgetsand analyze the importanceof banks;analyze why budgeting isimportant and how bankswork;explain why budgeting isimportant and how bankswork;discuss why budgeting isimportant and how bankswork;look at budgets and readabout how banks work;analyze economic trendsand construct graphics toexplain them;determine the best graphicsto construct and use tocompare and contrasteconomic concepts;construct and use graphicsto explain economicconcepts;use graphics to explaineconomic concepts;read graphs that explaineconomic concepts;analyze how occupationsinfluence the economy; andcompare/ contrastoccupations and illustratetheir influence on theeconomy; andcompare/contrastoccupations and theireconomic impact; anddiscuss occupations andhow higher salariesinfluence spending; andstate that differentoccupations are paiddifferently; andprioritize the services toprovide with available taxes.analyze and illustraterelationship between taxesand services.analyze the relationshipbetween taxes andservices.discuss the relationshipbetween taxes andservices.find examples of taxes andservices.31

ObjectivesSS.O.03.03.01SS.O.03.03.02SS.O.03.03.03SS.O.03.03.04SS.O.03.03.05SS.O.03.03.06SS.O.03.03.07SS.O.03.03.08SS.O.03.03.09Students willcharacterize the concept of scarcity by citing examples of limited supplies and scarce resources.explain why budgeting is an important life skill.illustrate the basic concept of supply and demand.compare and contrast various occupations and their economic impact.summarize how banks serve as intermediaries between savers and borrowers.analyze the relationship between government taxation and the provision of public services (e.g., policemen, firemen, teacher,libraries, and public schools).illustrate the path of a product from the raw material to the final product (e.g., cotton to sweater, coal to electricity).correlate competition for products with increases in advertising.construct and interpret graphs, charts, maps and other data sources to illustrate the use of resources, the demand for products andthe supply of goods and services.Grade 3 Social StudiesStandard: 4 GeographySS.S.03.04 Students will• interpret and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.03.04)Distinguished Above Mastery Mastery Partial Mastery NoviceThird grade studentsperforming at thedistinguished level ingeography:Third grade studentsperforming at the abovemastery level in geography:Third grade studentsperforming at the masterylevel in geography:Third grade studentsperforming at the belowmastery level in geography:Third grade studentsperforming at the novicelevel in geography:construct, use, interpret anddraw conclusions based onmultiple maps and graphics;construct, use, compare/contrast and interpretmultiple map elements andgraphics and;construct, use, and interpretbasic map elements andgraphics;construct, use and usebasic maps and graphics;use basic maps andgraphics;use borders, longitude andlatitude lines, poles, anduse borders, longitude andlatitude lines, and timelocate borders, longitudeand latitude lines, equator,locate borders, equator,poles, and time zones on alocate the equator andpoles, on a map;32

time zones on a map todescribe relative location;zones to find specificlocations;poles, and time zones on amap;map;compare/contrast states inthe United States based ontheir location;locate the states andcapitals of the United Statesand discuss the regions;locate the states andcapitals of the UnitedStates;locate the states of theUnited States;locate WV and surroundingstates;evaluate how geographicfeatures influence people’slives and analyze howchanges in theenvironment will affectpeople’s lifestyles;recognize geographicfeatures, discuss theirimpact on people and drawconclusions about the affectof the environment onpeople’s lifestyles;recognize geographicfeatures andcompare/contrast people’senvironments and lifestyles;identify geographic featuresand discuss environmentsand people’s lifestyles;match pictures ofgeographic feature anddefinitions and state thatpeople’s lifestyles andenvironments differ;summarize the elements ofthe environment and theireffect on people and howpeople try to change theenvironment; andanalyze how people affectand are affected byelements of theenvironment; andrelate how people affect andare affected by elements ofthe environment; andgive examples of howpeople affect and areaffected by elements of theenvironment; andstate that people areaffected by theenvironment; anddevelop programs that helppeople make a living fromthe environment and stillkeep it clean.analyze how people make aliving from the environmentand how they can keep itclean.describe how people makea living from theenvironment and how theycan keep it clean.give examples of howpeople make a living fromthe environment and howthey can keep it clean.match pictures of jobs withenvironmental and statethat the environment needsto be clean.ObjectivesSS.O.03.04.01SS.O.03.04.02SS.O.03.04.03SS.O.03.04.04SS.O.03.04.05SS.O.03.04.06SS.O.03.04.07SS.O.03.04.08Grade 3Standard: 5Students willconstruct and use the basic elements of maps and globes (e.g., title, legend, cardinal directions, scale, grid, parallels, meridians).locate north, south, east, west, borders, lines of longitude and latitude, equator, north and south poles and time zones using a map.recognize world geographic features (e.g., peninsulas, islands, continents, straits, mountains, rivers, deserts, oceans, seas, harbors,gulfs, forests, oases).name and locate states and capitals of the United States.compare and contrast climate, weather and location with regard to people’s clothing, food, shelter and jobs.relate how people affect and are affected by the various elements of the environment (e.g., water, soil, weather, climate, topography)describe how people in the community make their living from the environment and give examples of activities that individuals can doto keep the environment clean.construct and interpret data from various types of maps, globes, charts, graphs and timelines (e.g., population, products, climate).Social StudiesHistory33

SS.S.03.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, the United States and the world (Culture and Humanities).• use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation). and• examine political institutions and theories that have developed and changed over time; and research and cite reasons fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.03.05)Distinguished Above Mastery Mastery Partial Mastery NoviceThird grade studentsperforming at thedistinguished level inhistory:Third grade studentsperforming at the abovemastery level in history:Third grade studentsperforming at the masterylevel in history:Third grade studentsperforming at the partialmastery level in history:Third grade studentsperforming at the novicelevel in history:research and analyze thesignificance of majorevents, people, and theircontributions to the U.S.A.by using artifacts, pictures,and explain the implicationsthat make these significantin your research; andresearch, and choose thebest sources to explain thesignificance of majorevents, people, and theircontributions to the U.S.A.by comparing andcontrasting artifacts,pictures, and differingaccounts;research, discuss, makeinferences, and report onthe significance of majorevents, people, and theircontributions to the U.S.A.by analyzing artifacts,pictures, and differingaccounts;research, discuss, andreport on major events,people, and theircontributions to the U.S.A.by using artifacts, pictures,and differing accounts;read about and report onmajor events, people, andtheir contributions to theU.S.A. , look at artifacts,pictures;evaluate the value of anduse primary sources toresearch the settlement ofan area and preparetimelines and reports;choose primary sources touse to research thesettlement of an area andprepare timelines andreports;use primary sources toresearch the settlement ofan area and preparetimelines and reports;use primary sources to readand discuss settlement ofan area and arrange itemson timelines and explainthem;use primary sources tolearn about the settlementof an area and sequencepictures of the area;analyze present culturesand those of other periodsto discover causes ofdifferences;research, compare/contrastpresent cultures andcultures of other periods;compare/contrast presentcultures to those of otherperiods;compare present cultures tothose another period;read about present culturesand those of other periods;analyze the benefits ofdiversity; andexplain and give examplesof the benefits of diversity;explain the importance ofrespect for diversity; andrealize that the respect fordiversity is important; andstate that respect fordiversity is important;34

compare current events topast events and discusstheir relationship to futureevents.ObjectivesSS.O.03.05.01SS.O.03.05.02SS.O.03.05.03SS.O.03.05.04SS.O.03.05.05SS.O.03.05.06SS.O.03.05.07SS.O.03.05.08SS.O.03.05.09SS.O.03.05.10anddiscuss current events andpredict possible effects onfuture events.discuss and drawconclusions about currentevents.discuss current events.listen to discussions ofcurrent events.Students willdiscuss the historical significance of major events, people and their contributions to the United States (e.g., Pilgrims, GeorgeWashington, American Revolution, Abe Lincoln, Civil War, Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).research the settlement of a community/region and construct a timeline representing the settlement of a community/region usingprimary sources (e.g. publications, maps, journals, letters, etc.)compare and contrast present cultures to the cultures of people of other historical time periods (e.g., source of food, clothing, shelter,products used).make historical inferences by analyzing artifacts and pictures.discuss and draw conclusions about current events.research the lives of famous Americans, customs and traditions using various forms of literature (e.g., presidents, inventors,explorers, civil rights leaders, artists, writers).explain the importance of respect for diversity in the heritage, culture, ideas and opinions of others.compare and contrast different stories or accounts about past events, people, places or situations and identify how they contribute toour understanding of the past.discuss and sequentially organize a series of pictures that reflect historic change (e.g., transportation, technology, agriculture, eventsin history).organize information from various reference sources to prepare short reports and presentations.Grade 3Standard: 6SS.S.03.06Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.35

Fourth Grade Social Studies Content Standards and ObjectivesFourth grade Social Studies is an introduction to the growth of the United States from exploration and colonization (When The ThreeWorlds Meet) to the conclusion of the American Revolution. Students will analyze the assimilation of various colonial groups,development of improved technology, major historical figures and events. Students will also learn about the physical geography ofNorth America and its influence upon diverse cultures. Data collection and the essential roles of citizens in the democratic process willbe emphasized. Roles of elected officials, economic trade-offs and the need for taxation will be introduced. Students will learn how theeconomic concepts of competition, advertising, budgeting and taxation impact production and consumption. The West VirginiaStandards for 21 st Century Learning include the following components: 21 st Century Content Standards and Objectives and 21 st CenturyLearning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learningskills, technology tools and content standards and objectives.Grade 4 Social StudiesStandard: 1 CitizenshipSS.S.04.01 Students will• characterize and good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.04.1)Distinguished Above Mastery Mastery Partial Mastery NoviceFourth grade studentsperforming at thedistinguished level incitizenship:Fourth grade studentsperforming at the abovemastery level in citizenship:Fourth grade studentsperforming at the masterylevel in citizenship:Fourth grade studentsperforming at the partialmastery level in citizenship:Fourth grade studentsperforming at the novicelevel in citizenship:debate democratic beliefsas expressed in theDeclaration ofIndependence, andevaluate examples of goodcitizenship;analyze democratic beliefsas expressed in theDeclaration ofIndependence, and discussexamples of goodcitizenship;explain democratic beliefsas expressed in theDeclaration ofIndependence, and giveexamples of goodcitizenship;give examples ofdemocratic beliefs asexpressed in theDeclaration ofIndependence, and identifyexamples of goodcitizenship;identify democratic beliefsas expressed in theDeclaration ofIndependence, andrecognize examples of goodcitizenship;justify the use andevaluate the significance ofexplain the significance ofgive examples of patrioticidentify patriotic36

significance of patrioticrepresentations;patriotic representations;patriotic representations;representations;representations;research communityagencies, and choose andparticipate in a volunteerprogram to demonstrateresponsible leadership;evaluate communityagencies that provideservices and give examplesof volunteerism andresponsible leadership;outline community agenciesthat provide services andgive examples ofvolunteerism andresponsible leadership;list community agencies thatprovide services and giveexamples of volunteerismand responsible leadership;identify community agenciesthat provide services andrecognize examples ofvolunteerism andresponsible leadership;research, analyze, anddebate the role of diversityin Early American society;andresearch and analyze therole of diversity in EarlyAmerican society; andresearch and give examplesof diversity in earlyAmerican society; andgive examples of diversity inEarly American society; andrecognize examples ofdiversity in Early Americansociety; andsummarize conflicts andanalyze the importance ofthe role of individual rightsin the conflicts, and suggestpeaceful resolutions forthem.research and evaluate therole of individual rights inconflicts, and suggestpeaceful resolutionsresearch individual rights inconflicts, and explainpeaceful resolutions.list examples of individualrights in conflicts, andexplain peacefulresolutions.be exposed to individualrights in conflicts, andexamples of peacefulresolutions.Objectives Students willSS.O.04.01.01 outline various public and private agencies in the community that provide services, explain why you would volunteer to help them,and then give examples of responsible leadership by individuals and groups in your communitySS.O.04.01.02 identify and explain the commonly held democratic values, principles, and beliefs expressed in the Declaration of Independence andthe significance of patriotic symbols, holidays, celebrations, and famous people.SS.O.04.01.03 research forms of diversity in early American society, and give examples of the strengths/contributions of each (e.g., indenturedservants, slaves, colonists, plantation owners, Native Americans, merchants).SS.O.04.01.04 evaluate the responsibilities, privileges and rights of United States citizenship and the importance of civic life (e.g., voting, jury duty,obeying laws, freedom of speech, worship, paying taxes).SS.O.04.01.05 research recent and historical conflicts concerning individual rights at the international, national, and local levels; then explain howthose conflicts were resolved and suggest ways for peaceful conflict resolution.Grade 4Standard: 2SS.S.04.02Social StudiesCivics/GovernmentStudents 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 inthe 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,37

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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.04.2)Distinguished Above Mastery Mastery Partial Mastery NoviceFourth grade studentsperforming at thedistinguished level in civics:Fourth grade studentsperforming at the abovemastery level in civics:Fourth grade studentsperforming at the masterylevel in civics:Fourth grade studentsperforming at the partialmastery level in civics:Fourth grade studentsperforming at the novicelevel in civics:summarize the rule of law ina limited government in ademocracy and debateindividual and group rightsto dissent responsibly usinga current or historicalconflict;evaluate the rule of law andlimited government in ademocracy and prove howthey protect individual rightsand the common good;justify the rule of law andlimited government in ademocracy and prove howthey protect individual rightsand the common good;explain the rule of law andlimited government in ademocracy and prove howthey protect individual rightsand the common good;identify the rule of law andlimited government in ademocracy and identifyexamples that prove howthey protect individual rightsand the common good;debate individual and grouprights to dissent responsiblyand summarize yourconclusions; andinterpret GeorgeWashington’s farewelladdress and apply it tocurrent events.ObjectivesSS.O.04.02.01SS.O.04.02.02SS.O.04.02.03Grade 4Standard: 3SS.S.04.03justify the reasons forindividual and groupdissension and how theycan do so responsibly; andsummarize the mostsignificant points in GeorgeWashington’s farewelladdress.defend individual and grouprights to dissentresponsibly; andidentify and discuss themost significant points inGeorge Washington’sfarewell address.explain individual and grouprights to dissentresponsibly; andidentify the most significantpoints in GeorgeWashington’s farewelladdress.recognize individual andgroup rights to dissentresponsibly; andread George Washington’sfarewell address.Students willjustify the rule of law and limited government and prove how they protect individual rights and the common good.defend the rights of individuals in the democratic process and the right of an individual or group (e.g., minorities, religious groups,women, children, elderly) to dissent responsiblyidentify and discuss the most significant points in George Washington’s farewell address.Social StudiesEconomicsStudents will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).38

• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.04.03)Distinguished Above Mastery Mastery Partial Mastery NoviceFourth grade studentsperforming at thedistinguished level ineconomics:Fourth grade studentsperforming at the abovemastery level in economics:Fourth grade studentsperforming at mastery levelin economics:Fourth grade studentsperforming at the partialmastery level in economics:Fourth grade studentsperforming at the novicelevel in economics:debate and evaluate theeconomic factors thatshaped the early Americancolonies before and afterthe Revolutionary Warincluding slavery andindentured servitude;analyze how economicfactors shaped the earlyAmerican colonies beforeand after the RevolutionaryWar including slavery andindentured servitude;prioritize and summarize theeconomic factors thatshaped the early Americancolonies before and afterthe Revolutionary Warincluding slavery andindentured servitude;summarize the economicfactors that shaped theearly American coloniesbefore and after theRevolutionary War includingslavery and indenturedservitude;recognize that economicfactors helped shape theearly American coloniesbefore and after theRevolutionary War includingslavery and indenturedservitude;summarize key economicconcepts and factors thatimpact consumer choices,and defend a budget basedon the summary;analyze key economicconcepts and factors thatimpact consumer choices,and develop a budgetbased on the analysis;explain and give examplesof key economic conceptsand analyze factors thatimpact consumer choices;give examples of keyeconomic concepts andunderstand that multiplefactors impact consumerchoices;recognize examples of keyeconomic concepts andstate that consumers makechoices;prioritize the public serviceswhich taxes provide andpredict future services thatmay be needed; andanalyze how taxes pay forpublic services; andrelate the concept oftaxation to public services;andstate that taxes pay forpublic services; anddefine taxes and publicservices; andselect and use the correctgraphics needed to interpretdata and predict outcomes.ObjectivesSS.O.04.03.01SS.O.04.03.02SS.O.04.03.03construct graphics todisplay data and use theinformation to drawconclusions.construct graphics todisplay data.read graphics and interpretsimple data.identify information insimple graphics.Students willExplain and give examples of the following economic concepts:• trade-offs or choices/compromise – opportunity costs (e.g., developing hypothetical budgets in simulated situations)• people as consumers and as producers of goods• effects of competition and supply-demand on pricesanalyze communications techniques that impact consumer choices (e.g., print/nonprint, advertisement, media)prioritize in order of importance the factors that shaped the economy of the early American colonies and identify the effects of the39

SS.O.04.03.04SS.O.04.03.05SS.O.04.03.06American Revolution on economic development and economic institutions.relate the concept of taxation to public services.summarize how slavery and indentured servitude influenced the early economy of the United States.construct and use charts, graphs, tables and grids to display data.Grade 4 Social StudiesStandard: 4 GeographySS.S.04.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.04.04)Distinguished Above Mastery Mastery Partial Mastery NoviceFourth grade studentsperforming at the masterylevel in geography:Fourth grade studentsperforming at the masterylevel in geography:Fourth grade studentsperforming at the masterylevel in geography:Fourth grade studentsperforming at the masterylevel in geography:Fourth grade studentsperforming at the masterylevel in geography:use maps to analyze thedata regarding differencesin the physical features ofNorth, South, and CentralAmerican countries;plan and create maps ofNorth, South, and CentralAmerican countries, thatshow detailed physicalfeatures;use maps to locate thephysical features of North,South, and CentralAmerican countries; andidentify North, South, andCentral American countrieson a map and describe theirphysical features;name North, South, andCentral American countriesand describe a physicalfeature of each;anticipate the lifestylechanges of people in North,South and Central Americancountries before and afterthe arrival of the Europeans;andanalyze the differences inthe lifestyles of the peoplebefore and after the arrivalof the Europeans; andcompare the lifestyles of theinhabitants before and afterthe arrival of the Europeans;anddiscuss the lifestyles of thepeople before and after thearrival of the Europeans;andidentify the differentlifestyles of the peoplebefore and after the arrivalof the Europeans; andpredict the effects ofgeographic factors on futurephysical, economic,use maps to makeconnections between theeffect of geographic factorsplan and construct maps toanalyze the effect ofgeographic factors onconstruct maps andrecognize the effect ofgeographic factors onread maps and name aneffect of geographic factorson physical, economic,40

political, and transportationchanges.ObjectivesSS.O.04.04.01SS.O.04.04.02SS.O.04.04.03SS.O.04.04.04SS.O.04.04.05on physical, economic,political, and transportationchanges.physical, economic,political, and transportationchanges.physical, economic,political, and transportationchanges.political, and transportationchanges.Students willlocate North, South and Central American countries and describe their major physical features (e.g., bodies of water, mountains,rivers, grasslands, oases) using geographic terms.Analyze and assess the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water)on the following:• transportation routes• settlement patterns and population density• culture (e.g., jobs, food, clothing, shelter, religion, government)• interactions with others (local, national, global)compare and contrast the physical, economic and political changes of America caused by geographic conditions and humanintervention (e.g., bridges, canals, state boundaries, transportation).locate the settlement areas of the Native American nations and explain their lifestyle before the arrival of the Europeans.plan and construct maps to demonstrate knowledge of map skills (e.g., symbols in a legend/key. lines of demarcation [Equator, PrimeMeridian, latitude and longitude, time zones, borders, coast lines], scales, directions [cardinal and intermediate] and geographicbarriers).Grade 4Standard: 5SS.S.04.05Social StudiesHistoryStudents will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.04.05)Distinguished Above Mastery Mastery Partial Mastery NoviceFourth grade studentsperforming at thedistinguished level inhistory:Fourth grade studentsperforming at the abovemastery level in history:Fourth grade studentsperforming at the masterylevel in history:Fourth grade studentsperforming at the partialmastery level in history:Fourth grade studentsperforming at the novicelevel in history:41

evaluate each one thensummarize how communitylife, family roles, andcultures influenced ColonialAmerica;analyze the differences incommunity life, family roles,and the cultures thatinfluenced ColonialAmerica;compare and contrastcommunity life, family roles,and the cultures thatinfluenced ColonialAmerica;describe how communitylife, family roles, andcultures influenced ColonialAmerica;recognize that communitylife, family roles, andcultures differed in ColonialAmerica;summarize major historicalperiods and events insequence in North Americathrough the RevolutionaryPeriod, including the storiesof various groups andresearch to prove howspecific events influencedchoices made by differentgroups;analyze major historicalperiods and events in NorthAmerica through theRevolutionary Period insequence, including thestories of various groupsand compare choices madeby different groups duringthese events and periods;chronologically organizeand explain major historicalperiods and events in NorthAmerica through theRevolutionary Period,including the stories ofvarious groups and explainhow these eventsinfluenced choices made bydifferent groups;identify major historicalperiods and events in NorthAmerica through theRevolutionary Period,including the stories ofvarious groups and relatethe events to the choicesmade by different groups;read about and discussmajor historical periods andevents in North Americathrough the RevolutionaryPeriod, including the storiesof various groups andidentify choices made bydifferent groups;evaluate the relativeimportance of variousinfluences on the foundingof the original coloniesincluding the institution ofslavery and summarize theirimpact;research the variousinfluences on the foundingof the original coloniesincluding the institution ofslavery and analyze theimpact of each;research and compare theinfluences of various factorson the founding of theoriginal colonies includingthe institution of slavery;compare the influences ofvarious factors on thefounding of the originalcolonies including theinstitution of slavery;list factors that influencedthe founding of the originalcolonies including theinstitution of slavery;analyze the relativeimportance of Europeanexplorers, evaluate theirreasons for exploration, theresult of their presence onpeoples in English, French,Spanish, and NativeAmerican cultures, and theeffect of their exploration onthe rest of the world; andcompare and contrast theEuropean explorers, theirreasons for exploration, theresult of their presence onpeoples in English, French,Spanish, and NativeAmerican cultures, and theeffect of their exploration onthe rest of the world; andlist the European explorersand explain their reasonsfor exploration, the result oftheir presence on peoples inEnglish, French, Spanish,and Native Americancultures, and the effect oftheir exploration on the restof the world; andlist the European explorersand their reasons forexploration, the result oftheir presence on peoples inEnglish, French, Spanish,and Native Americancultures, and some of theeffects of their explorationon the rest of the world; andread about the Europeanexplorers, and discuss theirreasons for exploration, theresult of their presence onpeoples in English, French,Spanish, and NativeAmerican cultures, and theeffect of their exploration onthe rest of the world; andanalyze and anticipatepatterns of early Americansettlement and territorialexpansion using primaryresearch and explainpatterns of early Americansettlement and territorialexpansion using primaryresearch primarydocuments, maps andcharts and show patterns ofearly American settlementuse primary documents,maps, and charts to showpatterns of early Americansettlement and territorialread summaries of primarydocuments, recognizepatterns of early Americansettlement and territorial42

documents, maps, andcharts.documents, maps, andcharts.and territorial expansion. expansion. expansion from maps, andcharts.Objectives Students willSS.O.04.05.01 create timelines to sequence and infer connections between events in major historical periods in U.S. history (e.g., discovery,colonization, revolution)SS.O.04.05.02 chronologically organize and explain the influences of individuals and events discussed in the stories of Native Americans, explorers,settlers and colonists in North America through the Revolutionary Period.SS.O.04.05.03 research and compare the influence of various factors of the founding of the original colonies (e.g., economic, geographic, political,religious).SS.O.04.05.04 identify areas and patterns of early American settlement and depict territorial expansion and population distribution in the UnitedStates through maps, charts, pictures and research projects.SS.O.04.05.05 list the European explorers of the 15th and 16th centuries, explain their reasons for exploration and the information gained from theirjourneys and then show how their travels in North America affected both North America and the rest of the world.SS.O.04.05.06 Compare and contrast community life and family roles in various regions and social classes of colonial America.SS.O.04.05.07 research how and why African Americans came to America and explain the motivation behind the development of slavery.SS.O.04.05.08 chronologically organize and categorize the major events leading to and during the Revolutionary War; examine and explain why andhow these events influenced choice made by different groups (e.g., Patriots, Loyalists, Native Americans) during this period.SS.O.04.05.09 describe language, stories, music, folk tales, and artistic creations as expressions of culture that influenced the behaviors of people incolonial America.SS.O.04.05.10 compare and contrast the cultures of the colonists and Native Americans and describe the changes that occurred when they cameinto contact with one another.SS.O.04.05.11 explain the similarities and differences in backgrounds, motivations and occupational skills between people in the English settlementsand those in the French and Spanish settlements.SS.O. 04.05.12 select, analyze, interpret and use information from various sources for reconstructing the past (e.g., documents, letters, maps,photos, newspaper articles) and prepare short reports that explain who, what, when, where, how and why events occurred as theydid.Grade 4Standard: 6SS.S.04.06Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.43

• write and edit organized texts of various genres to insure that information is clearly understood.Refer to policy 2520.1 for specific grade level reading and writing objectives.44

Fifth Grade Social Studies Content Standards and ObjectivesThe fifth grade Social Studies program is a basic overview of the United States beginning with its emergence as a new nation. Studentsrecognize and evaluate the significance of major events of each historical period. Students examine primary source documents relatingto the establishment of the nation and the new government. They continue to learn the role of citizenship and social responsibility inthe school and community. Students examine the transformation from rural to urban and from agriculture to industry focusing on theeconomic impact of these moves. Students learn how government decisions impact the economy. The West Virginia Standards for 21 stCentury Learning include the following components: 21 st Century Content Standards and Objectives and 21 st Century Learning Skillsand Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technologytools and content standards and objectives.Grade 5 Social StudiesStandard: 1 CitizenshipSS.S.05.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.05.1)Distinguished Above Mastery Mastery Partial Mastery NoviceFifth grade studentsperforming at thedistinguished level incitizenship:Fifth grade studentsperforming at the abovemastery level in citizenship:Fifth grade studentsperforming at the masterylevel in citizenship:Fifth grade studentsperforming at the partialmastery level in citizenship:Fifth grade studentsperforming at the novicelevel in citizenship:justify and defend the rolesof an American citizen inrelation to responsibilities,rights, involvement inpolitical processes anddecision-making;clarify the roles of anAmerican citizen in relationto responsibilities, rights,involvement in politicalprocesses and decisionmaking;explain the rights,responsibilities, participationand involvement in politicalprocesses and decisionmaking;identify responsibilities andrights and give an exampleof decision-making involvedin political processes;state the roles of anAmerican citizen in relationto responsibilities, rights,involvement in politicalprocesses and decisionmaking.;justify and defend thesource of governmentalpower and analyze thedefend the source ofgovernmental power, thebelief in common valuesexamine the source ofgovernmental power andthe belief in common valuesidentify the source ofgovernmental power andthe belief in common valuesidentify powers ofgovernment and the coredocuments; and45

elief in common valuesand principles as defined byour core documents; andand principles as defined byour core documents; andand principles as defined bythe core documents; andand principles as defined byour core documents; andevaluate the effectivenessof participation in a group orinstitutional activitydesigned to meet theindividual needs andpromote the common good.participate in groups orinstitutional activities thatwork to meet the individualneeds and promote thecommon good (e.g., RedCross, laws).describe how groups andinstitutions work to meet theindividual needs andpromote the common good(e.g., Red Cross, laws).recognize names of groupsand institutions working tomeet the individual needsand promote the commongood (e.g., Red Cross,laws)identify names of groupsand institutions working tomeet the individual needsand promote the commongood (e.g., Red Cross,laws)Objectives Students willSS.O.05.01.01 analyze how government and non-government groups and institutions work to meet the individual needs and promote the commongood (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 coredocuments.SS.O.05.01.05 categorize the responsibilities, duties, privileges and rights of American citizenship and analyze the differences.Grade 5 Social StudiesStandard: 2 Civics/GovernmentSS.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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.05.2)Distinguished Above Mastery Mastery Partial Mastery NoviceFifth grade studentsperforming at thedistinguished level in civics:Fifth grade studentsperforming at the abovemastery level in civics:Fifth grade studentsperforming at the masterylevel in civics:Fifth grade studentsperforming at the partialmastery level in civics:Fifth grade studentsperforming at the novicelevel in civics:evaluate how governmentdoes or does not provide forthe needs and wants of thepeople in the foundationresearch and explain howand when the governmentdoes or does not provide forthe needs and wants of theexplain how and when thegovernment provides for theneeds and wants of thepeople in the foundationidentify how governmentprovides for the needs andwants of the people in thefoundation documents; andstate how governmentmeets the wants and needsof people in the foundationdocuments; and46

documents; andpeople in the foundationdocuments; anddocuments; andjustify the steps taken for abill to become law,recognize the evolution oflaws to establish order andmanage conflict and arguepoints of law in a mock trial.ObjectivesSS.O.05.02.01SS.O.05.02.02SS.O.05.02.03SS.O.05.02.04analyze the steps taken fora bill to become law,recognize the evolution oflaws to establish order andmanage conflict andparticipate in a mock trial.outline the steps necessaryfor a bill to become law,explain the evolution of lawsto establish order andmanage conflict andparticipate in a mock trial.list the steps necessary fora bill to become law, tellhow laws evolve to meet thewants and needs of peopleand participate in a mocktrial.name the steps taken for abill to become law and takepart in a mock trial.Students willjudge whether local, state and national governments do or do not provide for the needs and wants of people, establish order andmanage conflict.assume a role in a mock trial proceeding to demonstrate the trial by jury process.examine, analyze and compare these three founding documents of the United States:• Articles of Confederation• Bill of Rights• First three articles of the Constitutionanalyze 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.Grade 5 Social StudiesStandard: 3 EconomicsSS.S.05.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.05.03)Distinguished Above Mastery Mastery Partial Mastery NoviceFifth grade studentsperforming at thedistinguished level ineconomics:Fifth grade studentsperforming at the abovemastery level in economics:Fifth grade studentsperforming at the masterylevel in economics:Fifth grade studentsperforming at the partialmastery level in economics:Fifth grade studentsperforming at the novicelevel in economics:use comparative charts toassess the impact ofuse the data to create acomparative chart ofdescribe the role ofeconomic factors,describe economic factors,agriculture, slavery,recognize economic factors,agriculture, slavery,47

development and change (Political Institutions).Performance Descriptors (SS.PD.05.05)Distinguished Above Mastery Mastery Partial Mastery NoviceFifth grade studentsperforming at thedistinguished level inhistory:Fifth grade studentsperforming at the abovemastery level in history:Fifth grade studentsperforming at the masterylevel in history:Fifth grade studentsperforming at the partialmastery level in history:Fifth grade studentsperforming at the novicelevel in history:evaluate and communicatehow people, places,documents, ideas andevents are connected inhistorical periods, analyzeand interpret relevantquotes and conductresearch about historicalfigures to determine theirsignificance in US History;evaluate the significance ofthe actions of selectedpeople, places, documents,ideas and events in correcthistorical periods, interpretrelevant quotes and conductresearch about historicalfigures;identify and analyzesignificant people, places,documents, ideas andevents in correct historicalperiods, interpret relevantquotes and conductresearch about historicalfigures;connect significant people,places, documents, ideasand events to correcthistorical periods, explainrelevant quotes and conductresearch about historicalfigures;identify and analyzesignificant people, places,documents, ideas andevents in correct historicalperiods, explain relevantquotes and conductresearch about historicalfigures;summarize the events andinclude the relevant historicfigures that led the U.S. tobecome a world power anddefend how they influencedU.S. decisions in the 19 thand 20 th century; andevaluate the events andhistoric figures that led theU.S. to become a worldpower and justify the role ofthe U.S. in significantevents of the 19 th and 20 thcentury; andanalyze the events andhistoric figures that led theU.S. to become a worldpower and explain the roleof the U.S. in significantevents of the 19 th and 20 thcentury; andidentify the events andhistoric figures that led theU.S. to become a worldpower and explain the roleof the U.S. in significantevents of the 19 th and 20 thcentury; andlist the events and historicfigures that led the U.S. tobecome a world power andexplain the role of the U.S.in significant events of the19 th and 20 th century; andanalyze and demonstratethe influence of immigration,westward migration andimprovements intransportation impactAmerican society.ObjectivesSS.O.05.05.01SS.O.05.05.02SS.O.05.05.03explain the most significantinfluence of immigration,westward migration andimprovements intransportation and theirimpact American society.describe the influence ofimmigration, westwardmigration andimprovements intransportation impactAmerican society.give an example ofinfluence of immigration,westward migration andimprovements intransportation impactAmerican society.identify ways immigration,westward migration andimprovements intransportation impactAmerican society.Students willanalyze the events and the historic figures responsible for such documents as the United States Constitution, the Bill of Rights andthe Emancipation Proclamation and explain why maintaining such documents, records and landmarks is important to the UnitedStates.create a timeline showing the arrival of major immigrant groups and describe their experiences and influence upon American societyusing primary source documents.describe the development of transportation in the United States and explain its impact on settlement, industry and residential patterns50

SS.O.05.05.04SS.O.05.05.05SS.O.05.05.06SS.O.05.05.07SS.O.05.05.08SS.O.05.05.09SS.O.05.05.10SS.O.05.05.11SS.O.05.05.12SS.O.05.05.13Grade 5Standard: 6SS.S.05.06as well as the social and technological changes that occurred through the time of the Industrial Revolution.interpret quotes of famous Americans from various periods of history and explain how songs, symbols and slogans demonstratefreedom of expressions (e.g., patriotism, abolition of slavery, women’s suffrage, labor movements, Civil Rights Movement)research important figures and their reactions to events and judge their significance to the history of our democracy (e.g., GeorgeWashington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King,Jr.).evaluate the contributions of regional folk heroes and other popular figures and judge the significance of those contributions to thecultural 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).explain the issues faced by Washington when he became the first United States President.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).analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.identify causes, major events and important people of the Civil War and explain why various reconstruction plans succeeded orfailed.summarize the events that led to the United States becoming a world power.identify the key figures and events, explain the causes and analyze the effects of World War I, the Great Depression, and World WarII on the American people and on the policies of the United States government.research significant leaders in the Civil Rights Movement (e.g., John Fitzgerald Kennedy, Martin Luther King, Jr., Rosa Parks, LyndonJohnson, Susan B. Anthony).Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.51

Sixth Grade Social Studies Content Standards and ObjectivesSixth grade Social Studies provides an interdisciplinary examination of selected world regions: North America, South America, WesternEurope and the Middle East. Students study historical and current development, characteristics of places, connections betweenregions and their impact on one another. Students learn the historic foundations and evolutions of developed and developing nations,states and nation-states. Emphasis is placed on how environment, technology and resources have helped to determine economicrelations and conflicts between these regions in the past and how these factors will influence the interactions of these four regions ofthe world throughout the 21 st Century. Various economic systems are introduced. The West Virginia Standards for 21 st CenturyLearning include the following components: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills andTechnology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology toolsand content standards and objectives.Grade 6 Social StudiesStandard: 1 CitizenshipSS.S.06.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.06.1)Distinguished Above Mastery Mastery Partial Mastery NoviceSixth grade studentsperforming at thedistinguished level incitizenship:Sixth grade studentsperforming at the abovemastery level in citizenship:Sixth grade studentsperforming at the masterylevel in citizenship:Sixth grade studentsperforming at the partialmastery level in citizenship:Sixth grade studentsperforming at the novicelevel in citizenship:anticipate how the roles ofAmerican citizens andcitizens in other nationsmay change in the future;analyze the roles ofAmerican citizens andcompare them to citizens ofother nations;compare and contrast theroles of American citizens tocitizens of other nations;identify the roles ofAmerican citizens andcitizens in other nations;state the roles of Americancitizens and citizens in othernationsassess the influence ofthose citizens’ actions andpublic policy throughgovernmental andevaluate the influence ofthose citizen’s actions onthe development of publicpolicy through governmentalanalyze the influence ofthose citizens’ actions onpublic policy throughgovernmental andidentify the influences ofthose citizens’ actions onpublic policy throughgovernmental andstate the influences of thosecitizens’ actions on publicpolicy through governmentaland nongovernmental52

nongovernmental agencies.and nongovernmentalagencies.nongovernmental agencies.nongovernmental agencies.agencies.judge and defend thebenefits of peacefullyresolving national andinternational conflicts.ObjectivesSS.O.06.01.01SS.O.06.01.02SS.O.06.01.03SS.O.06.01.04SS.O.06.01.05evaluate the benefits ofpeaceful national andinternational conflictresolution and predict theoutcomes.explain the benefits ofpeacefully resolving nationaland international conflicts.identify one way ofpeacefully resolving nationaland international conflicts.Students willexplain the ways in which nations interact with one another and try to resolve problems.evaluate, take and defend positions on the purposes that government should serveexplain how nations benefit when they resolve conflicts peacefully.compare and contrast the role of American citizens with citizens of selected nations and states:• responsibilities• rights• privileges• dutiesrecognize the benefits ofpeacefully resolving nationaland international conflicts.analyze citizen actions (e.g., petitions, lobbying, demonstrations, civil disobedience) and public opinion (expressed through variousmedia and meetings) and evaluate these influences on public policy and decision-makingGrade 6 Social StudiesStandard: 2 Civics/GovernmentSS.S.06.02 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.06.2)Distinguished Above Mastery Mastery Partial Mastery NoviceSixth grade studentsperforming at thedistinguished level in civics:Sixth grade studentsperforming at the abovemastery level in civics:Sixth grade studentsperforming at the masterylevel in civics:Sixth grade studentsperforming at the partialmastery level in civics:Sixth grade studentsperforming at the novicelevel in civics:debate competing ideasabout the purposes of worldgovernments and theirresearch competing ideasabout the purposes of worldgovernments and theirevaluate competing ideasabout the purposes of worldgovernments and theirexplain competing ideasabout the purposes of worldgovernments and theirlist competing ideas aboutthe purposes of worldgovernments and their53

functions;functions;functions;functions;functions;evaluate the effectivenessof governmental andnongovernmentalinternational organizations;differentiate betweengovernmental andnongovernmentalinternational organizations;compare and contrastgovernmental andnongovernmentalinternational organizations;describe governmental andnongovernmentalinternational organizations;identify governmental andnongovernmentalinternational organizations;justify the purposes andinfluences of politicaldivisions, political parties,and special interest groupsof nations; andcompare and contrast thepurposes and influences ofpolitical divisions, politicalparties, and special interestgroups of nations; anddebate the purposes andinfluences of divisions,political parties, and specialinterest groups of nations;andexplain the purposes andinfluences of politicaldivisions, political parties,and special interest groupsof nations; andlist the purposes andinfluences of politicaldivisions, political parties,and special interest groupsof nations; andcompare and contrast thepositive and negativeimpact of strong leadershipon historic world events.ObjectivesSS.O.06.02.01SS.O.06.02.02SS.O.06.02.03SS.O.06.02.04SS.O.06.02.05SS.O.06.02.06SS.O.06.02.07research the positive andnegative impact of strongleadership on historic worldevents.analyze the impact of strongleadership on historic worldevents.describe the impact ofstrong leadership on historicworld events.identify the impact of strongleadership on historic worldevents.Students willevaluate competing ideas about the purposes government should serve (e.g., promoting the common good, protecting individualrights, providing economic security).analyze and explain how various types of government meet the needs and wants of citizens, manage conflict and establish security.analyze the impact of strong leadership on historic world events.debate the purposes of political parties and special interest groups and their influence on the political process.identify, explain and give examples of the political divisions of nations.describe, provide examples and classify different forms of government as either limited (having established and respected restraintsof their power) or unlimited (having no effective means of restraining their power) governments.compare and contrast governmental and nongovernmental international organizations and critique their functions.Grade 6 Social StudiesStandard: 3 EconomicsSS.S.06.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.06.03)54

Distinguished Above Mastery Mastery Partial Mastery NoviceSixth grade studentsperforming at thedistinguished level:Sixth grade studentsperforming at the abovemastery level:Sixth grade studentsperforming at the masterylevel:Sixth grade studentsperforming at the partialmastery level:Sixth grade studentsperforming at the novicelevel:anticipate future patternsfor immigration andmigration worldwide;evaluate the effects ofimmigration and migrationon economics throughoutworld history and predictfuture movement;infer economic reasons forimmigration and migrationworldwide throughouthistory;explain economic reasonsfor immigration andmigration worldwidethroughout history;list economic reasons forimmigration and migrationworldwide throughouthistory;debate the effectiveness ofpositive and negativeexamples of the interactiverelationship of globalmarketing principles;research positive andnegative examples of theinteractive relationship ofglobal marketing principles;summarize and giveexamples of the interactiverelationship of globalmarketing principles;describe and give examplesof the interactiverelationship of globalmarketing principles;identify and give examplesof the interactiverelationship of globalmarketing principles;using data, students createa comparative chart, andanalyze the characteristicsof communism, socialismand capitalism; andcreate a comparative chartof the basic characteristicsof communism, socialismand capitalism; andcompare and contrast thebasic characteristics ofcommunism, socialism, andcapitalism; andexplain the basiccharacteristics ofcommunism, socialism, andcapitalism; andstate the basiccharacteristics ofcommunism, socialism, andcapitalism; andpredict the future impact oftechnology, trade cartelsand treaties on theproduction, marketing andconsumption of goods andservices in selected nationsas development changes.ObjectivesSS.O.06.03.01SS.O.06.03.02•SS.O.06.03.03SS.O.06.03.04SS.O.06.03.05evaluate the importance ofthe impact of technology,trade cartels and treaties onthe production, marketingand consumption of goodsand services in selectednations.analyze the impact oftechnology, trade cartelsand treaties on theproduction, marketing andconsumption of goods andservices in selected nations.recognize and define theimpact of technology, tradecartels and treaties on theproduction, marketing andconsumption of goods andservices in selected nations.recognize the impact oftechnology, trade cartelsand treaties on theproduction, marketing andconsumption of goods andservices in selected nations.Students willinfer the economic reasons for immigration and migration worldwide throughout history.summarize and give examples of the interactive relationship of global marketing principles:production/consumption of goods and services• competition• supply and demandcompare and contrast the basic characteristics of communism, socialism and capitalism.assess the economic impact of technology on world regions throughout history (e.g., internet, telecommunications, printing press).explain how trade cartels affect the world economy (e.g., Organization of Petroleum Exporting Countries), trace the development of55

treaties and organizations related to trade and evaluate their influence on tradeGrade 6 Social StudiesStandard: 4 GeographySS.S.06.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.06.04)Distinguished Above Mastery Mastery Partial Mastery NoviceSixth grade studentsperforming at thedistinguished level ingeography:Sixth grade studentsperforming at the abovemastery level in geography:Sixth grade studentsperforming at the masterylevel in geography:Sixth grade studentsperforming at the partialmastery level in geography:Sixth grade studentsperforming at the novicelevel in geography:use map tools to compareand contrast information(e.g., continents, climate,bodies of water, naturalresources, time zones);use map tools to interpretinformation (e.g.,continents, climate, bodiesof water, natural resources,time zones);use map tools to locate andidentify information (e.g.,continents, climate, bodiesof water, natural resources,time zones);use map tools to describeinformation (e.g.,continents, climate, bodiesof water, natural resources,time zones);use map tools to viewinformation (e.g.,continents, climate, bodiesof water, natural resources,time zones);predict future relationshipspeople may have with theirenvironment because ofpopulation demographics,settlement, transportationand trade;evaluate the positive andnegative relationshipspeople have with theirenvironment due topopulation demographics,settlement, transportationand trade;analyze the relationship ofpeople with theirenvironment regardingpopulation demographics,settlement, transportationand trade;describe the relationship ofpeople with theirenvironment regardingpopulation demographics,settlement, transportationand trade;identify the relationship ofpeople with theirenvironment regardingpopulation demographics,settlement, transportationand trade;debate the positive andnegative effects of physicalgeography on predictedtransportation, culture,research the positive andnegative effects of physicalgeography ontransportation, culture,evaluate the effects ofphysical geography ontransportation, culture,economic activities, anddescribe the effects ofphysical geography ontransportation, culture,economic activities, andidentify the effects ofphysical geography ontransportation, culture,economic activities, and56

economic activities, andpopulation distribution; andeconomic activities, andpopulation distribution; andpopulation distribution; andpopulation distribution; andpopulation distribution; anddebate the positive andnegative impacts uponurban areas today as theycontinue to transform fromagricultural centers toindustrial centers.ObjectivesSS.O.06.04.01SS.O.06.04.02SS.O.06.04.03SS.O.06.04.04SS.O.06.04.05SS.O.06.04.06SS.O.06.04.07research positive andnegative changes in urbanareas as they moved fromagricultural centers toindustrial centers.examine and illustratechanges in urban areas asthey moved fromagricultural centers toindustrial centers.identify and discusschanges in urban areas asthey moved fromagricultural centers toindustrial centers.list changes in urban areasas they moved fromagricultural centers toindustrial centers.Students willdetermine the time of various world locations using a world time zone map.use map tools (e.g., legends, keys, scales) to interpret information (e.g., climate, landforms, resources).locate and identify the continents, major climates, major bodies of water, natural resources and landforms and analyze therelationship of people with their environment regarding population demographics, settlement and trade.locate the major waterways of North America, South America, Europe and the Middle East, and examine their impact on exploration,settlement, transportation and trade (e.g., discuss how the opening of the Erie Canal contributed to the rise of New York City).evaluate the effects of physical geography and the changing nature of the earth’s surface on transportation, culture, economicactivities and population density/distribution.interpret information on a population growth graph and a population pyramid (e.g., discuss the age of the population, growthpotential, life expectancy) and apply it to explain the economics, education and movement of a selected region.examine and illustrate changes in the commercial form and function of urban areas in selected regions as they moved fromagricultural centers to trade centers to industrial centers, and evaluate the shifts in population that occurred due to these changesGrade 6 Social StudiesStandard: 5 HistorySS.S.06.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.06.05)Distinguished Above Mastery Mastery Partial Mastery NoviceSixth grade studentsperforming at theSixth grade studentsperforming at the aboveSixth grade studentsperforming at the masterySixth grade studentsperforming at the partialSixth grade studentsperforming at the novice57

distinguished level inhistory:mastery level in history:level in history:mastery level in history:level in history:research and use data todiscover and summarize thecontributions of selectedcivilizations and explain thepositive and negativeeffects of the contributionson other cultures;determine the contributionsof selected civilizations andevaluate the importance oftheir influence on othercultures;categorize the contributionsof selected civilizations anddescribe how thosecontributions influencedother cultures;describe the contributions ofselected civilizations andand connect them with thecultures they influenced;list the contributions ofselected civilizations andrecall their influence onother cultures;create an original graphicconnecting the significanceof people, places,documents, ideas andevents in selected locations;evaluate the significance ofpeople, places, documents,ideas and events inselected locations;explain the significance ofpeople, places, documents,ideas and events inselected locations;describe the significance ofpeople, places, documents,ideas and events inselected locations;tell the significance ofpeople, places, documents,ideas and events inselected locations;research and compile datato evaluate and critiqueselected world events andconnect theirconsequences; anduse compiled data to showcomparisons of selectedworld events and theirconsequences; andexamine selected worldevents and relate them totheir respectiveconsequences; anddescribe selected worldevents and identify theirconsequences; andname selected world eventsand recognize theirconsequences; andchoose credible sources tosummarize world eventsand critique the influenceson the outcomes of thoseevents as they impactedvarious world regions indifferent ways.ObjectivesSS.O.06.05.01SS.O.06.05.02SS.O.06.05.03SS.O.06.05.04research and identify thecredible sources required toevaluate the importance ofhistorical events and theimpact of and the reactionto those events worldwide.use credible sources toexamine the causes andeffects of historical eventsand analyze the impact ofthose events in selectedworld regions.use credible sources toidentify and discusshistorical events and theimpact of those events.use credible sources toname some of the impactsof historical events.Students willidentify and evaluate contributions of past civilizations and show reasons for their rise and fall.examine the defining characteristics of monotheistic religions and analyze the impact of Arab/Islamic society and Judeo-Christiansocieties on western civilizationsdetermine the causes and consequences of the Protestant Reformation.analyze how Europeans benefited by expansion in the New World in the following:• economics• culture• trade• new agricultural products.58

SS.O.06.05.05SS.O.06.05.06SS.O.06.05.07SS.O.06.05.08SS.O.06.05.09SS.O.06.05.10SS.O.06.05.11SS.O.06.05.12SS.O.06.05.13SS.O.06.05.14Grade 6Standard: 6SS.S.06.06examine the development of slavery and illustrate its impact on the political, economic and social systems throughout the world.research and describe major historical events in the development of transportation systems (e.g., water, rail, motor vehicles,aviation).illustrate the influx of ethnic groups into North America by interpreting timelines, charts and tables.examine the Industrial Revolution and explain the effects it had on the lives of people throughout the world and assume the role of aperson who lived in that era.analyze and trace the development of democracy using a variety of credible sources.compare and contrast the worth of the individual in different societies over time and assume the role of one of these individuals.examine the causes and effects of the Great Depression and analyze the political responses of governments to this crisis (e.g., riseof Hitler, Fascism, militarism in Japan, New Deal in the United States).cite the global tensions that led to the outbreak of WW I and WW II and give examples of the impact each war had on selectedregions of the world.point out the key figures, philosophies and events in the Civil Rights movements including minority rights and the rights of women(e.g., apartheid, Mandela, Martin Luther King Jr., ).debate the pros and cons of the impact of nuclear power and analyze how it might relate to the issue of atomic weapons.Social StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.59

Seventh Grade Social Studies Content Standards and ObjectivesSeventh Grade: World GeographySeventh grade social studies examines geography through the six essential elements: The World in Spatial Terms, Places and Regions,Physical Systems, Human Systems, Environment and Society and Uses of Geography. Students will examine people, places and eventsof today and analyze the relationships between them (culture, history, environmental concerns, political and economic systems) andtheir impact on the future of our world. Students will use 21 st century technology as well as critical thinking and problem-solving skillsto construct and interpret maps, graphs, charts, spreadsheets and other data to evaluate and synthesize global information from ageographical perspective. The West Virginia Standards for 21 st Century Learning include the following components: 21 st CenturyContent Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsiblefor classroom instruction that integrates learning skills, technology tools and content standards and objectives.Grade 7 Social StudiesStandard: 1 CitizenshipSS.S.07.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.07.1)Distinguished Above Mastery Mastery Partial Mastery NoviceSeventh grade students atthe distinguished level incitizenship:Seventh grade students atthe above mastery level incitizenship:Seventh grade students atthe mastery level incitizenship:Seventh grade students atthe partial mastery level incitizenship:Seventh grade students atthe novice level incitizenship:research and drawconclusions of how othernations’ laws are influencedby American democraticideals and prove theinfluence of other nations onAmerican politics andsociety and distinguishbetween power andassess how laws of othernations are influence byAmerican democratic idealsand how other nationsinfluence American politicsand society and distinguishbetween power andauthority;compare and contrastnations laws anddifferentiate between powerand authority;identify the differences inthe laws of nations laws anddescribe differencesbetween power andauthority;recognize the laws ofnations and differentiatedefine power and authority;60

authority;debate and defend how therights, responsibilities, andparticipation of citizens inworld regions relates to theAmerican democraticsystem;communicate how therights, responsibilities, andparticipation of citizens inworld regions relates to theAmerican democraticsystem;compare and contrast therights, responsibilities, andparticipation of citizens inworld regions;identify the rights,responsibilities, andparticipation of citizens inworld regions;recognize the rights,responsibilities of citizens inworld regions;draw conclusions aboutcitizen actions that influencepublic policy decisions anddevelop original solutionsfor real world political issuesat all levels; andresearch, organize andmodel citizen actions thatinfluence public policydecisions to develop asolution for a real worldpolitical issue; andresearch, organize andmodel citizen actions thatinfluence public policydecisions; anddescribe citizen actions thatinfluence public policydecisions; andidentify citizen actions thatinfluence public policydecisions; andformulate and lead civicdiscussions on a variety oftopics consistent with theideals of a democraticrepublic that demonstrategood communication skills.ObjectivesSS.O.07.01.01SS.O.07.01.02SS.O.07.01.03SS.O.07.01.04SS.O.07.01.05SS.O.07.01.06actively participate informulating civicdiscussions on a variety oftopics consistent with theideals of a democraticrepublic.apply and practice civicdiscussion consistent withthe ideals of a democraticrepublic.practice civic discussionconsistent with the ideals ofa democratic republic.participate in civicdiscussion consistent withthe ideals of a democraticrepublic.Students willcompare and contrast individual rights of citizens in a variety of world regionsmodel the actions citizens take to influence public policy decisions.compare and contrast nations’ laws that may or may not provide order, predictability and security.research and organize information about an issue of public concern from multiple points of view.apply and practice selective forms of civic discussion and participation consistent with the ideas of citizens in a democratic republic.recognize and differentiate between power and authority.Grade 7Standard: 2SS.S.07.02Social StudiesCivicsStudents 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 inthe 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 and61

to world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.07.2)Distinguished Above Mastery Mastery Partial Mastery NoviceSeventh grade students atthe distinguished level incitizenship:Seventh grade students atthe above mastery level incivics:Seventh grade students atthe mastery level in civics:Seventh grade students atthe mastery level in civics:Seventh grade students atthe novice level in civics:analyze different forms ofgovernment to makecomparisons and drawconclusions about theeffectiveness of lawmakingprocesses;compare and contrastdifferent forms ofgovernment and analyzetheir lawmaking processesto make comparisons;examine differences informs of government andcompare and contrast theirlawmaking processes;identify differences in formsof government andcompare and contrast theirlawmaking processes;define different forms ofgovernment and differentlawmaking processescommunicate effectively toargue the need for limitedgovernment and rule of lawproviding extensiveexamples and evidence;debate the need for limitedgovernment and rule of lawproviding examples andevidence;debate the need for limitedgovernment and rule of law;identify limited governmentand rule of law;recognize limitedgovernment and rule of law;analyze the ways nationsprovide order and protectjustice through analysis ofcurrent topics and evaluatefor effectiveness;compare and contrast theways nations provide orderand protect justice throughanalysis of current topics;analyze the ways nationsprovide order and protectjustice;explain the ways nationsprovide order and protectjustice;list ways nations interactwith one another to solveproblems.argue and compare thesignificance of the impact ofU.S. influence on othernations and the influence ofother nations on the U.S.political process andsociety; andsummarize and discuss theinfluence the U.S. has onother nations and how othernations influence the U.S.political process andsociety; andrecognize and evaluate theinfluence the United Stateshas on other nations andhow other nations influencethe American politicalprocess and society; anddescribe the influence theUnited States has on othernations and how othernations influence theAmerican political processand society; andgive an example of theinfluence of the UnitedStates on other nations andan example of how othernations influence the UnitedStates; andapply the methods nationsuse to interact with oneanother to develop asolution to a real worldissue of conflict.apply the methods nationsuse to interact with oneanother to resolve problemsand conflict.evaluate the methodsnations use to interact withone another to resolveproblems and conflict.describe the ways nationsinteract with one another toresolve problems andconflict.list ways nations interactwith one another to resolveproblems and conflict.62

ObjectivesSS.O.07.02.01SS.O.07.02.02SS.O.07.02.03SS.O.07.02.04SS.O.07.02.05SS.O.07.02.06Students willexamine the different forms of government in various world regions.compare and contrast the lawmaking processes of world governments.analyze the different ways nations provide order and protect justice.debate the importance of limited government and the rule of law.evaluate various methods that nations use to interact with one another to resolve problems and conflicts.recognize and evaluate the influence of the United States on other nations and the influence of other nations on the Americanpolitical process and society.Grade 7 Social StudiesStandard: 3 EconomicsSS.S.07.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.07.03)Distinguished Above Mastery Mastery Partial Mastery NoviceSeventh grade students atthe distinguished level ineconomics:Seventh grade students atthe above mastery level ineconomics:Seventh grade students atthe mastery level ineconomics:Seventh grade students atthe novice level ineconomics:Seventh grade students atthe novice level ineconomics:critique economic systems,interpret the impact ofinterdependence on worldeconomics, evaluate thesocial services provided bydifferent governments anddebate their effectiveness;analyze economic systems,explain the significance oftheir interdependence, andevaluate the various socialservices provided bydifferent governments withthese systems;compare and contrasteconomic systems, explaintheir interdependence andthe various social servicesprovided by governmentswith these systems;describe characteristics ofeconomic systems, explaintheir interdependence, andidentify social servicesprovided by governmentswith these systems;recognize that there aredifferent economic systemsand list some of the socialservices provided bygovernments using thesesystems;research the impact ofcompetition to develop aneconomic plan for the futurethat shows relationshipsbetween supply, demandand price; andanalyze the relationshipbetween supply, demandand price and research theimpact of these factors oncompetition; andillustrate the relationshipbetween supply, demandand price and examine theirimpact of competition; andexplain the connectionbetween supply, demandand competition; anddefine the terms supply,demand, price andrecognize competition; and63

predict how physical/human geography as wellas future technologicaldevelopments will impactworldwide economic,agricultural and industrialdevelopment.ObjectivesSS.O.07.03.01SS.O.07.03.02SS.O.07.03.03SS.O.07.03.04SS.O.07.03.05SS.O.07.03.06SS.O.07.03.07SS.O.07.03.08SS.O.07.03.09evaluate how physical andhuman geography andtechnology impactsworldwide economic,agricultural and industrialdevelopment.analyze how physical/human geography andtechnology impactsworldwide economic,agricultural and industrialdevelopment.identify and describe thephysical / human geographyand technology thatinfluences economic,agricultural and industrialdevelopment.recall what the physical /human geography andtechnology influences arethat affect economic,agricultural and industrialdevelopment.Students willexamine how competition among buyers of a product results in higher prices, and illustrate the relationship between supply, demandand the price of that product.analyze the physical and human geographic factors that influence the economy of a region.define basic economic terminology and apply it to economic development of world regions.compare and contrast various social services provided by world governments.classify and compare different types of economic systems.describe the impact of technology on agriculture and industry throughout the world.classify and evaluate the different types of world trade organizations (e.g., trade, military, health).assess the impact of natural and human events on industry worldwide (e.g., strikes, environmental disasters, war, terrorism).formulate an explanation as to how countries are economically interdependent.Grade 7 Social StudiesStandard: 4 GeographySS.S.07.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.07.04)Distinguished Above Mastery Mastery Partial Mastery NoviceSeventh grade students atthe distinguished level ingeography:Seventh grade students atthe above mastery level ingeography:Seventh grade students atthe mastery level ingeography:Seventh grade students atthe partial mastery level ingeography:Seventh grade students atthe novice level ingeography:create accurate anduse spatial data, preciseanalyze spatial data touse spatial data andidentify spatial data and64

elevant spatial datadisplays to predict theimpact of future interactionsbetween geographicregions;geographic terminologyand best tools to drawconclusions about the futureof geographic regions;identify and locate relevantinformation to drawconclusions aboutgeographic regions;appropriate geographicterminology and tools to findand describe information;define appropriategeographic terminology tofind information;research the cultures of theworld in select geographicregions and summarize howthe physical and humanprocesses interact to shapetheir environments; andcompare world geographicregions and explain theconnections betweencultural development andphysical/ human processesthat shape theirenvironments; anddescribe the geographicregions and cultures of theworld and how the physicaland human processesinteract to shape theirenvironments; andidentify the geographicregions and cultures of theworld and define how thephysical and humanprocesses interact to shapetheir environments; andlocate the geographicregions and cultures of theworld and define thephysical and humanprocesses that shape theirenvironments; andpredict the effects ofinnovations in technology,communication andtransportation on the globalsociety.ObjectivesSS.O.07.04.01SS.O.07.04.02SS.O.07.04.03SS.O.07.04.04SS.O.07.04.05SS.O.07.04.06SS.O.07.04.07SS.O.07.04.08draw conclusions about theeffects of technology,communication andtransportation on the globalsocietyanalyze the effects oftechnology, communicationand transportation on theglobal society.identify the effects oftechnology, communicationand transportation on theglobal society.name ways technology,communication andtransportation affect theglobal society.Students willuse correct geographic terminology to explain direction, location, time zones, physical features of the earth,draw conclusions about information presented on special purpose maps and be able to differentiate among map types.Identify and locate on a variety of maps and give examples of the following:• seven continents• bodies of water• landforms• countries• cities• climate regions• transportation routesdescribe and explain the advantages and disadvantages of different map projections and show examples of their uses (e.g., aerialphotos, globes, charts, graphs, polar projection).evaluate the importance of mental maps (perceptions) and illustrate how they affect our judgments about people and places.analyze the patterns of immigration and examine its effects on the distribution of cultural patterns in a region (e.g., disease, language,religion, customs, diversity).analyze the growth of tourism and its impact on regional environments and culture.analyze and give examples of the ways in which these factors influence lifestyles and regional interconnections:• economic• geographic65

SS.O.07.04.09SS.O.07.04.10SS.O.07.04.11SS.O.07.04.12SS.O.07.04.13SS.O.07.04.14SS.O.07.04.15SS.O.07.04.16• cultural• religious• political• socialevaluate the impact of human processes on the world’s physical environment (e.g., pollution, clear-cutting, strip mining).analyze the use and abuse of renewable and nonrenewable resources (e.g., hydroelectric power and fossil fuels), interpret howtechnology affects the ways in which culture groups perceive and use their resources, and give examples of ways to improveconservation of natural resources around the world.analyze the technological improvements in transportation and communication that have helped create a global society.explain the common geographic factors associated with the development of world urban centers.examine cooperation and conflict over control of the world’s resources.create population pyramids to show comparisons of the characteristics of demographic structure in selected regions of the world(e.g., total size, birth rates, age, distribution, doubling time).explain culture in a geographic context (e.g., isolation, core area, movement).investigate and research new geographic frontiers such as the oceans, Antarctica and airspace and describe explorations anddiscoveries in these realms.Grade 7 Social StudiesStandard: 5 HistorySS.S.07.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, the United States and the world (Culture and Humanities).• use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation). and• examine political institutions and theories that have developed and changed over time; and research and cite reasons fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.07.05)Distinguished Above Mastery Mastery Partial Mastery NoviceSeventh grade students atthe distinguished level inhistory:Seventh grade students atthe above mastery level inhistory:Seventh grade students atthe mastery level in history:Seventh grade students atthe partial mastery level inhistory:Seventh grade students atthe novice level in history:judge it the significance ofthe contributions of people,places, documents, ideasand events in their correctexplain the significance ofpeople, places, documents,ideas and events withintheir correct periods andidentify significant people,places, documents, ideasand events and place theminto the correct periods andlist and label the significantpeople, places, documents,ideas and events in theircorrect periods and contextsmatch significant people,places, documents, ideasand events with the correctperiods and contexts of66

period and context would bethe same if they occurred inother periods and contexts;contexts of early civilization;contexts of early civilization;of early civilization;early civilization;evaluate and summarize theeffects of migration onreligions, governments,societies and past andpresent cultures; andanalyze and discuss theeffects of migration onreligions, governments,societies and past andpresent cultures; andtrace and describe theeffects of migration onreligions, governments,societies and past andpresent cultures; andgive examples of the effectsof migration on religions,governments, societies andpast and present cultures;andlist effects of migration onreligions, governments,societies and past andpresent cultures; andsummarize and debate thelong-lasting effects ofcultural assimilation onpolitical and socialsituations and decisions.ObjectivesSS.O.07.05.01SS.O.07.05.02SS.O.07.05.03SS.O.07.05.04SS.O.07.05.05SS.O.07.05.06SS.O.07.05.07SS.O.07.05.08SS.O.07.05.09SS.O.07.05.10analyze the long-lastingeffects of culturalassimilation on political andsocial situations anddecisions.examine and explain thelong-lasting effects ofcultural assimilation onpolitical and socialsituations and decisions.recognize the long-lastingeffects of culturalassimilation on political andsocial situations anddecisions.identify cultural assimilationand describe how it effectspolitical and socialsituations and decisions.Students willanalyze the development of early civilizations (e.g., Mesopotamia, Egypt, Greece, China, India).draw world history conclusions from maps, globes, charts, posters, graphs and timelines.characterize conditions that have influenced or altered the movement of people throughout the world and time.examine and chart religious and secular celebrations observed around the world.research and explain the role of racial and ethnic minorities, women and children in the advancement of civil rights.compare and contrast the beliefs, religion and mythology of native cultures throughout the world.anticipate what occurs when people from different regions interact.interpret the effect of the environment on native cultures (e.g., Native Americans, Australian Aborigines, African Berbers).use a variety of credible sources to research, reconstruct and interpret the past.describe the role geo-politics played in historic events.Grade 7Standard: 6SS.S.07.06Social StudiesReadingStudents will• use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.67

• draw generalizations and conclusions about people, ideas and events.• write and edit organized texts of various genres to insure that information is clearly understood.Refer to policy 2520.1 for specific grade level reading and writing objectives.68

Eighth Grade Social Studies Content Standards and ObjectivesEighth Grade: West Virginia StudiesEighth grade social studies engages students in the comprehensive study of West Virginia, from the Pre-Columbian period to thepresent day. Special emphasis is placed on the interdependence of geographic, cultural, political, environmental and economic factorsaffecting the development and future of the state. Students develop empathy for citizens worldwide as they demonstrate connectionsand loyalty to homeland. Students are actively engaged citizens of their school and community and develop national and global civicperspective and responsibility. Students become economically literate to understand West Virginia’s global connectivity in the marketplace both as a producer and a consumer of international goods and services. Students synthesize their information to predict thefuture development and evolution of their state. The West Virginia Standards for 21 st Century Learning include the followingcomponents: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginiateachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards andobjectives.Grade 8 Social StudiesStandard: 1 CitizenshipSS.S.08.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.08.1)Distinguished Above Mastery Mastery Partial Mastery NoviceEighth grade studentsperforming at thedistinguished level incitizenship:Eighth grade studentsperforming at the abovemastery level in citizenship:Eighth grade studentsperforming at the masterylevel in citizenship:Eighth grade studentsperforming at the partialmastery level in citizenship:Eighth grade studentsperforming at the novicelevel in citizenship:predict how citizen actionswill influence public policy,at the local, state andnational level;make recommendations forcitizen actions at the local,state, and national level;evaluate the importance ofcitizen actions at the local,state, and national level;identify citizen action plansat the local, state andnational level;match policies with citizenactions at the local, stateand national level;create and recommendcritique a plan of actionoutline the process used todescribe the process usedIdentify the process used to69

various plans of actionoutlining processes ofexpressing opinions, solvingproblems and seekingassistance; andoutlining a the process ofexpressing opinions, solvingproblems and seekingassistance; andexpress opinions, solveproblems and seekassistance ; andto express opinions, solveproblems and seekassistance; andexpress opinions, solveproblems and seekassistance; andcompare and contrastmodels of public opinionturned to action anddetermine how these actionplans affected the commongood and core democraticvalues.ObjectivesSS.O.08.01.01SS.O.08.01.02SS.O.08.01.03SS.O.08.01.04SS.O.08.01.05SS.O.08.01.06SS.O.08.01.07SS.O.08.01.08SS.O.08.01.09SS.O.08.01.10Grade 8Standard: 2SS.S.08.02research and debateinstances where publicopinion affected thecommon good andpreserved core democraticvalues.evaluate the effectivenessof public opinion thatpromotes the common goodand preserves coredemocratic values.explain that citizens shouldvoice their opinions for thecommon good and topreserve core democraticvalues.recognize that citizens dovoice their opinions for thecommon good and topreserve core democraticvalues.Students willevaluate how citizens can influence and participate in government at the local, state and national levels and assume the role of anactive citizen participating in the democratic process(e.g., voting, community service, letter writing, town meeting, school elections).debate and practice forms of civic discussion.argue the effectiveness of selected public policies and citizen behaviors.compare and contrast the relationship between policy statements and action plans used to address issues of public concern.organize and provide examples of multiple points of view about selected public issues and evaluate the influence of diverse forms ofpublic opinion on the development of public policy and decision-making.examine the strategies designed to strengthen the common good, which include a range of options for citizen action.identify, analyze, evaluate and interpret sources and examples of the responsibilities, privileges and rights of citizens.justify changes in the legal voting age and correlate voting as a responsibility and right of citizens.outline and utilize a process to express opinion, resolve problems and/or seek assistance.examine and analyze a local community and propose ways in which tourism can be developed.Social StudiesCivicsStudents 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 inthe 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 andto world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.08.2)Distinguished Above Mastery Mastery Partial Mastery Novice70

Eighth grade studentsperforming at thedistinguished level in civics:Eighth grade studentsperforming at the abovemastery level in civics:Eighth grade studentsperforming at the masterylevel in civics:Eighth grade studentsperforming at the partialmastery level in civics:Eighth grade studentsperforming at the novicelevel in civics:analyze the structure andfunction of the West Virginiaand United Statesgovernments;compare and contrast thestructure and function of theWest Virginia and UnitedStates governments;analyze the structure andfunction of the West Virginiaand United Statesgovernments;differentiate between thegovernments of WestVirginia and the UnitedStates;name major branches of thegovernments of WestVirginia and the UnitedStates;debate relationship betweenconstitutional principles,individual rights, andresponsibilities; andcritique constitutionalprinciples includingindividual rights andresponsibilities; andexamine constitutionalprinciples includingindividual rights andresponsibilities; andlist constitutional principles,individual rights, andresponsibilities; andIdentify basic constitutionalprinciples, individual rightsand responsibilities; andjustify and defend theimpact of the contributionsof individuals and groupswho have influenced thelaw-making process.ObjectivesSS.O.08.02.01SS.O.08.02.02SS.O.08.02.03SS.O.08.02.04SS.O.08.02.05SS.O.08.02.06SS.O.08.02.07SS.O.08.02.08SS.O.08.02.09SS.O.08.02.10evaluate the impact of thecontributions of individualsand groups to the lawmakingprocess.assess the impact ofindividuals, special interestgroups, media influencepublic policy andgovernment.name significant individualsand their contributions tothe law-making process.match significant individualsto their contributions to thelaw-making process.Students willanalyze the division of powers and responsibilities of the executive, legislative and judicial branches of the United States and WestVirginia state government.cite the elected officials at the national, state and local levels, their requirements, duties and responsibilities (e.g., President,Governors, Senators, Representatives/Delegates, Members of Board of Public Works, County Commissioners, Mayor/City Council).examine the amendment process of the West Virginia Constitution, give examples of amendments and explain why they occurred.outline, illustrate and develop a mock bill and assume the roles of lawmakers to accomplish passage of the bill into law (e.g., topromote tourism in West Virginia).analyze the functions and jurisdictions of the federal, state, local and special courts (e.g., United States Supreme Court, StateSupreme Court, circuit courts, magistrate courts, family courts) and explain why a selected case would be heard in a designatedcourt.examine and explain the various types of elections in West Virginia (e.g., primary/general, state/local, partisan/non-partisan).research and describe how special interest groups and the media influence government and the law-making process in West Virginia(e.g., West Virginia Education Association, United Mine Workers, Division of Tourism).explain major principles of American constitutional government (e.g., federalism, separation of powers, the elastic clause, checks andbalances, government by consent of the governed, individual rights) and locate these principles in the West Virginia Constitution.analyze conditions under which constitutional government flourishes.list and explain the laws passed in a current legislative session and evaluate their impact (e.g., tourism, economy, education, health).Grade 8Social Studies71

Standard: 3 EconomicsSS.S.08.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.08.03)Distinguished Above Mastery Mastery Partial Mastery NoviceEighth grade studentsperforming at thedistinguished level ineconomics:Eighth grade studentsperforming at the abovemastery level in economics:Eighth grade studentsperforming at the masterylevel in economics:Eighth grade studentsperforming at the partialmastery level in economics:Eighth grade studentsperforming at the novicelevel in economics:summarize the interactionof economic principles asthey influence futuredevelopment and use thisinformation to design aneconomic plan for WestVirginia;assess economic principlesto predict changes for futuredevelopment of industry,agriculture, human servicesand tourism;analyze economic principlesto explain past policies andsuggest changes for futuredevelopment;describe economicprinciples and their effectson past policies and futuredevelopment;identify economic principles,past policies, and futuredevelopment opportunities;create a product showingthe impact and relationshipamong various factors onthe economic developmentof West Virginia; andanalyze and discuss theimpact and relationship ofvarious factors on theeconomic development ofWest Virginia; andevaluate the impact ofvarious factors on theeconomic development ofWest Virginia; andexplain the impact ofvarious factors on theeconomic development ofWest Virginia; andidentify various factors thatimpact the economicdevelopment of WestVirginia; anddesign an economic plan for critique the effect ofWest Virginia incorporating resource use, industrialresource use, industrial development, labor/development, labor/ management relations andmanagement relations, tourism on occupationaltourism changes to the choices, changes to theenvironment, local and state environment, local and staterevenue and policyrevenue and policydecisions.decisions.Objectives Students willcorrelate resource use,industrial development,labor/management relationsand tourism withoccupational choices,changes to theenvironment, local and staterevenue and policydecisions.identify and discuss WestVirginia industries and stateand local revenues andexplain the importance ofeach to West Virginiaeconomy .name the most importantindustries in West Virginiaand the sources and uses ofrevenue for state and localgovernments.72

SS.O.08.03.01SS.O.08.03.02SS.O.08.03.03SS.O.08.03.04SS.O.08.03.05SS.O.08.03.06SS.O.08.03.07SS.O.08.03.08SS.O.08.03.09correlate West Virginia’s economic conditions with possible affects on social conditions (e.g., employment, in/out migration).Evaluate the impact of each of the following on the economic growth of West Virginia:• absentee ownership• national and international trade• renewable and nonrenewable natural resources• labor/management strategies• migration• physical geography• cultural geographyresearch industries and products (e.g., tourism, coal, glass, recreation, agriculture) that are important to theeconomy of the four regions of West Virginia and how they relate to occupations.identify major sources and uses of revenue for state and local governments (e.g., property tax, income tax, fees and licenses, excisetax, levies).analyze the effects of national and state governmental actions on West Virginia’s economy.anticipate the changes in West Virginia’s economy and people due to industrial development and debate the issue of industrializationvs. preserving history and/or the environment.examine the effect of technological changes and cost of living on West Virginia’s economy and demographic profile (e.g., inemployment, entrepreneurial businesses agriculture, tourism, education, industry).recognize major industries in West Virginia and identify representative jobs under each (e.g., manufacturing, mining, tourism, healthcare).assess the economic benefit or detriment of changing tourist attractions from seasonal to year round (e.g., Snowshoe).Grade 8 Social StudiesStandard: 4 GeographySS.S.08.04 Students will• interpret and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.08.04)Distinguished Above Mastery Mastery Partial Mastery NoviceEighth grade studentsperforming at theEighth grade studentsperforming at the aboveEighth grade studentsperforming at the masteryEighth grade studentsperforming at the partialEighth grade studentsperforming at the novice73

distinguished level ingeography:mastery level in geography:level in geography:mastery level in geography:level in geography:create a new geographicregional configuration inWest Virginia based oninnovations and culturalchanges in recent years andexplain the various factorsthat have contributed toyour configurationsincluding the mental mapthat will result;summarize the four majorphysical geographic regionsin West Virginia contributeto the various configurationsof physical and culturalprocesses that impactisolation, interaction andjustify the mental maps thatresult;research the four majorphysical geographic regionsin West Virginia contributeto the various configurationsof physical and culturalprocesses that impactisolation, interaction andanalyze the mental mapsthat result;describe the four majorphysical geographic regionsof West Virginia and identifythe impact of isolation,interaction and explain themental maps that result;name and label the fourmajor physical geographicregions of West Virginia andidentify isolation, interactionand identify mental maps;use geospatial data anddigital tools to create avariety of maps withphysical and culturalfeatures, counties andcities, and choose and writea piece of literature toidentify locations, culturaldevelopment and the impactof climate; anduse geospatial data tocreate a variety of mapswith physical and culturalfeatures, counties andcities, and choose andinterpret literature to identifylocations, culturaldevelopment and the impactof climate; andillustrate physical andcultural features, countiesand cities on a variety ofmaps and interpret literatureto identify locations, culturaldevelopment and the impactof climate; andidentify and label physicalfeatures, counties and citieson a variety of maps andexplain literature passagesto identify locations, culturaldevelopment and the impactof climate; andlabel physical features,counties and cities on avariety of maps and readliterature to identifylocations, culturaldevelopment and the impactof climate; andevaluate settlement patternsof West Virginia, anticipatefuture population trends,and draw conclusionsregarding the future effectsof technological advances.research past exploration,settlement patterns andtechnological advances andrelate these to the changesin physical and culturalgeographic features.analyze exploration andsettlement patterns andillustrate the relationshipbetween geographicfeatures, cultural geographyand technological change.examine exploration,settlement patterns andtechnological advances ofWest Virginia in relation togeographic features andcultural geography.recognize exploration,settlement patterns andtechnological advances ofWest Virginia in relation togeographic features overtime.Objectives Students willSS.O.08.04.01 provide exact location and relative location to explain West Virginia’s position on a variety of maps and globes by using correctgeographic vocabulary and graphic displays. (e.g., neighboring states, Tropic of Capricorn, time zones, Equator).SS.O.08.04.02 communicate the four major physical geographic regions, major rivers, landforms, borders and points of interest in West Virginia.SS.O.08.04.03 analyze and discuss the mental images (mental maps) of West Virginia’s geographic and cultural regions that are created throughreading descriptive literature.SS.O.08.04.04 point out the counties and major cities of West Virginia on a map and correlate the reasons for the development of the major citieswithin their respective counties.SS.O.08.04.05 explain the reasons for the locations and types of transportation systems developed in West Virginia and recommend future systems.74

SS.O.08.04.06SS.O.08.04.07SS.O.08.04.08SS.O.08.04.09SS.O.08.04.10distinguish climate, landforms, resources and population density in West Virginia’s regions using special purpose maps. (e.g.,topographical, climate, Geographic Information Systems) and evaluate the impact of climate, landforms and resources on people’slives and settlement patterns.illustrate how the cultural and economic isolation of different areas of the United States and West Virginia have been changedthrough technological advances (e.g., TV, radio, telephone, computers, highways).critique the geographic factors that led to development of agriculture, coal, glass, chemical, metallurgical and tourism industries inWest Virginia.research various regional configurations found in West Virginia (e.g., geographic, tourist, health, educational, language patterns,cultural, occupational), and analyze the impact of these factors on the regional mental maps developed by West Virginia students andall other West Virginia citizens, and then present an example using one or more of these factors.conclude how West Virginia’s environment affects tourism.Grade 8 Social StudiesStandard: 5 HistorySS.S.08.05 Students will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, the United States and the world (Culture and Humanities).• use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation). and• examine political institutions and theories that have developed and changed over time; and research and cite reasons fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.08.05)Distinguished Above Mastery Mastery Partial Mastery NoviceEighth grade studentsperforming at thedistinguished level inhistory:Eighth grade studentsperforming at the abovemastery level in history:Eighth grade studentsperforming at the masterylevel in history:Eighth grade studentsperforming at the partialmastery level in history:Eighth grade studentsperforming at the novicelevel in history:present an historicalsummary of West Virginiaby incorporating thesignificance of people,actions, places, documents,literature, music, art andevents that contributed to itsdevelopment.analyze the significance ofthe actions of people,places, documents,literature, music, art andevents and their impact onWest Virginia history;explain significant people,places, documents,literature, music, art andevents in the correct periodand context of West Virginiahistory;associate significant people,places, documents,literature, music, art andevents in the correct periodand context of West Virginiahistory;label significant people,places, documents,literature, music, art andevents in the correct periodand context of West Virginiahistory;75

summarize the connectionsbetween the physicalregions and culturalpatterns across the state,and anticipate culturalconflicts that could beresolved;summarize and debate theconnections among theeconomic development,government and thediversity of culturesand society within the state;andillustrate the connectionsbetween the physicalregions and culturalpatterns across the state,and evaluate culturalconflicts that could occur;illustrate the possibleconnections among theeconomic development,government and thediversity of culturesand society within the state;andcompare and contrastphysical regions across thestate and explain culturalpatterns and differences;explain economicdevelopment, government ,the diversity of cultures andsociety within the state; andlist physical regions acrossthe state and show theircultural patterns;discuss the economicdevelopment, government,and the diversity of culturesand society within the state;andname and recall differentphysical and culturalregions across the state;name the economicdevelopment, governmentand the diversity of culturesand society within the state;andresearch the history of argue the importance ofindustry, labor,industry, labor,transportation andtransportation andtechnology issues, and technology issues, andsummarize the significance discuss the ramifications ofof the historical decisions on these challenges.conditions today.Objectives Students willSS.O.08.05.01SS.O.08.05.02SS.O.08.05.03SS.O.08.05.04SS.O.08.05.05SS.O.08.05.06SS.O.08.05.07SS.O.08.05.08SS.O.08.05.09evaluate and discussimportant industry, labor,transportation andtechnology issues andpredict challenges facingWest Virginia today.identify and define importantindustry, labor,transportation andtechnology issues of WestVirginia.name and list importantindustry, labor,transportation andtechnology issues of WestVirginia.cite reasons for exploration, transportation routes and discoveries by major explorers and explain the sequence of events andincentives for Virginia’s expansion west to the Ohio River.compare and contrast the motives, incentives and settlement patterns of the French and English explorers and settlers on thewestern frontier.point out characteristics of various Native American cultures in West Virginia from the pre-Columbian period to the arrival ofEuropeans.relate the types of transportation that facilitated the growth of West Virginia and western expansion.evaluate the sequence and analyze the impact of contemporary social, economic and technological developments on people andculture in West Virginia and the United States.analyze the evolution of the labor movement in West Virginia and the United States.research and construct the sequence of events and cite the reasons for and resulting consequences of conflicts and wars that led tothe formation of West Virginia as a state. (e.g., French and Indian War, American Revolution, Civil War).interpret facts about West Virginia and other areas from various types of charts, graphs, maps, pictures, models, timelines andprimary sources (e.g. letters, journals and publications) and summarize what you have learned.evaluate the cultural conflict between the Europeans and Native Americans as it relates to western Virginia.76

SS.O.08.05.10SS.O.08.05.11SS.O.08.05.12SS.O.08.05.13SS.O.08.05.14SS.O.08.05.15Grade 8Standard: 6SS.S.08.06explain the effect of immigration on the culture of West Virginia from European settlement through the early twentieth century.research and critique the role of ethnic and racial minorities, men, women and children in West Virginia who have made significantcontributions to our history in the public and/or private sectors; choose the person you believe made the most significant contributionand explain your choice. (e.g., statehood, abolition, education, industry, literature, government).critique the significance of historical experience and of geographical, social and economic factors that have helped to shape bothWest Virginian and American societyassess the moral, ethical and legal tensions that led to the creation of the new state of West Virginia and how those tensions wereresolved.point out and locate places of historical importance in West Virginia that can be visited by tourists.compile lists of fairs and festivals in West Virginia that can be attributed to the influence of various cultural groups who have settled inthe state, explain the heritage of the fair or festival and its significance to the preservation of West Virginia history.Social StudiesReadingStudents will• use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.77

Ninth Grade Social Studies Content Standards and ObjectivesNinth Grade: World Studies to 1900The ninth grade social studies course engages students in the study of the development and evolution of the historic, economic,geographic, political, and social structure of the cultural regions of the world from the dawn of civilization to 1900. Special attention isgiven to the formation and evolution of societies into complex political and economic systems. Students are engaged in criticalthinking and problem-solving skills, using maps, spreadsheets, charts, graphs, text and other data from a variety of credible sources.Students synthesize the information to predict events and anticipate outcomes as history evolves through the ages. The West VirginiaStandards for 21 st Century Learning include the following components: 21 st Century Content Standards and Objectives and 21 st CenturyLearning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learningskills, technology tools and content standards and objectives.Grade 9Social StudiesStandard: 1 CitizenshipSS.S.09.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.09.1)Distinguished Above Mastery Mastery Partial Mastery NoviceNinth grade studentsperforming at thedistinguished level incitizenship:Ninth grade studentsperforming at the abovemastery level in citizenship:Ninth grade studentsperforming at the masterylevel in citizenship:Ninth grade studentsperforming at the partialmastery level in citizenship:Ninth grade studentsperforming at the novicelevel in citizenship:debate the influences thathave changed the roles ofcitizens;compare the changing rolesof citizens and assess theimpact of the changes oncivic involvement;describe the changing rolesof citizens and assesslevels of civic involvement;identify the roles of citizensand explain civicinvolvement;name the roles of citizensand recognize civicinvolvement;research conflicts betweennations and develop creativeresolutions for peace; andevaluate conflicts betweennations and debateresolutions; andanalyze conflicts betweennations and proposeresolutions; anddescribe conflicts betweennations; andname conflicts betweennations; and78

create a volunteer projectthat will meet the needs ofthe community or school.ObjectivesSS.O.09.01.01SS.O.09.01.02SS.O.09.01.03SS.O.09.01.04assume leadership roles ina volunteer project.explain why you chose toparticipate in a volunteerproject.choose to participate in avolunteer project.participate in a volunteerproject.Students willdescribe the evolution of the roles and responsibilities of individuals and groups leading to the formation of nation states.assess the nature of civic responsibility in various cultures including the level of involvement of the different stratifications of society.analyze the causes of conflict and propose resolutionsparticipate in a project of volunteer service and explain why you chose that particular project or service.Grade 9Social StudiesStandard: 2 CivicsSS.S.09.02 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 inthe 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 nationsand to world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.09.2)Distinguished Above Mastery Mastery Partial Mastery NoviceNinth grade studentsperforming at thedistinguished level in civics:Ninth grade studentsperforming at the abovemastery level in civics:Ninth grade studentsperforming at the masterylevel in civics:Ninth grade studentsperforming at the partialmastery level in civics:Ninth grade studentsperforming at the novicelevel in civics:research a variety ofgovernments and debatetheir purposes;defend the purposes ofgovernment and summarizethe events that led torepresentative democracy;evaluate the purposes ofgovernment and explain theevents that led torepresentative democracy;explain the purposes ofgovernment andrepresentative democracy;identify the purposes ofgovernment andrepresentative democracy;research the differencesamong constitutionalgovernment and evaluateand debate the influencesthat have shaped them; andresearch the differencesamong constitutionalgovernments and comparethe influences that haveshaped them; andevaluate the contributionsto the development ofconstitutional democracyand compare its variations;andrecognize contributions tothe development ofconstitutional governmentsand identify its variousforms; andname examples ofconstitutional governmentsand some influences thatcontributed to itsdevelopment;debate the reactions ofdebate the influences ofanalyze the influence ofrecognize the influence ofgive an example of the79

nations to their influences onone another.nations on one another. nations on one another. nations on one another influence of nations on oneanotherObjectives Students willSS.O.09.02.01 evaluate diverse ideas about the purposes of government.SS.O.09.02.02 identify and analyze the contributions of the classical civilizations to the development of the United States Constitution.Identify classical civilizations and significant political philosophers and evaluate their contributions to the development of the UnitedStates Constitutional DemocracySS.O.09.02.03 explain world historical events that affected the development of representative democracy in the United States and other countries.SS.O.09.02.04 analyze how the United States has influenced other nations and how other nations have influenced the American political processand society.SS.O.09.02.05 compare, contrast and evaluate alternative ways of organizing constitutional governments.Grade 9Social StudiesStandard: 3 EconomicsSS.S.09.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.09.03)Distinguished Above Mastery Mastery Partial Mastery NoviceNinth grade studentsperforming at thedistinguished level ineconomics:Ninth grade studentsperforming at the abovemastery level in economics:Ninth grade studentsperforming at the masterylevel in economics:Ninth grade studentsperforming at the partialmastery level in economics:Ninth grade studentsperforming at the novicelevel in economics:judge cause/effectrelationships in economicchange and trace andexplain the connectionsbetween specific changes;evaluate cause/effectrelationships in economicchange and relate to thedevelopment of economicsystems and trade patterns;identify cause/effectrelationships in economicchange and evaluate thedevelopment of economicsystems and trade patterns;explain effects in economicchange and describe thedevelopment of economicsystems and trade patterns;identify what causedeconomic change and listthe types of economicsystems;create a new fiscal policy forthe country of your choiceand anticipate the outcome;anddebate the effects of thefiscal policies in severalworld societies; andcompare and contrast fiscalpolicies in several worldsocieties; andrecognize fiscal policies inseveral world societies; andlist the components of fiscalpolicy; and80

esearch and summarize theconsequences of theevolution of global economicinterdependence prior to1900 and debate outcomes.ObjectivesSS.O.09.03.01SS.O.09.03.02SS.O.09.03.03SS.O.09.03.04SS.O.09.03.05evaluate the influences andeffects of the evolution ofglobal economicinterdependence prior to1900.evaluate the effects of theevolution of globaleconomic interdependenceprior to 1900.explain the development ofglobal economicinterdependence prior to1900.list the effects of thechanges of global economicinterdependence prior to1900.Students willexamine and illustrate the trade patterns of regions of the world across time and explain their significance to the evolution of globaleconomics.evaluate the role of exchange/trade systems in the development of economic systems in societies worldwide.compare and contrast fiscal policies of several world societies.identify the causal relationship of economic changes and their effects on the job market (e.g., supply and demand, technology,industrialization).examine and evaluate global economic interdependence and competition and explain their influence on national and internationalpolicies.Grade 9Standard: 4 GeographySS.S.09.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.09.04)Distinguished Above Mastery Mastery Partial Mastery NoviceNinth grade studentsperforming at thedistinguished level ingeography:Ninth grade studentsperforming at the abovemastery level in geography:Ninth grade studentsperforming at the masterylevel in geography:Ninth grade studentsperforming at the partialmastery level in geography:Ninth grade studentsperforming at the novicelevel in geography:create geographic tools tolocate and interpretgeographic information;evaluate geographic toolsand determine the bestchoice of tools to locate andinterpret information;locate geographic featuresand interpret informationusing geographic tools;locate geographic featuresand recognize informationusing geographic tools;locate geographic featuresand identify informationusing geographic tools;81

hypothesize a change in theconnection between worldresources and economicdevelopment; anddebate the positive andnegative impact of theconnection between worldresources and economicdevelopment; andexplain the connectionbetween world resourcesand economicdevelopment; andgive examples of theconnection between worldresources and economicdevelopment; andrecognize the connectionbetween world resourcesand economicdevelopment; andcreate an ideal physicalgeography system, devisethe ideal cultural settlementpattern that could result, anddefend your outcomes.ObjectivesSS.O.09.04.01SS.O.09.04.02SS.O.09.04.03SS.O.09.04.04SS.O.09.04.05SS.O.09.04.06SS.O.09.04.07SS.O.09.04.08evaluate the importance ofphysical geographysystems in the developmentof cultural settlementpatterns, summarizefindings and explorealternative outcomes.connect cultural settlementpatterns with physicalgeography systems, drawconclusions about yourfindings and makerecommendations.identify cultural settlementpatterns with physicalgeography systems.name cultural settlementpatterns and list physicalgeography systemsStudents willinterpret information using maps, graphs, charts and timelines.locate geographic features of the continents (e.g., plateaus, high points, low points, bodies of water major river valleys).explain how the location of world resources influenced economic development and the global economy.evaluate the effect of geographic features, including climate, upon the environment.examine the development of major political boundaries of the world and relate these to the theme of geo-politics.connect the cultural settlement patterns resulting from migration in each period of study to the world language patterns as theyevolved and are evident today and then assess the role of physical geography in the development of these patterns.explain geographic reasons for the development of major world cities and trends in urban population growth.research major world rivers systems and climate regions (e.g., desert, rain forest/tropical, Mediterranean, etc.), correlate themigration/settlement patterns, industry, culture, government, and economic systems with these environments draw conclusions, andrecommend a favorable settlement area based on findings.Grade 9Standard: 5SS.S.09.05Social StudiesHistoryStudents will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, 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 fordevelopment and change (Political Institutions).82

Performance Descriptors (SS.PD.09.05)Distinguished Above Mastery Mastery Partial Mastery NoviceNinth grade studentsperforming at thedistinguished level in history:Ninth grade studentsperforming at the abovemastery level in history:Ninth grade studentsperforming at the masterylevel in history:Ninth grade studentsperforming at the partialmastery level in history:Ninth grade studentsperforming at the novicelevel in history:compare and contrast variousdocuments related tosignificant groups, individuals,places, documents, andevents to validate historicalimpact;critique the contributions ofsignificant groups,individuals, places,documents, and events andevaluate their impact onother world events;analyze the contributions ofsignificant groups,individuals, places,documents, and eventsfrom ancient times until1900;explain the contributions ofsignificant groups,individuals, places,documents, and eventsfrom ancient times until1900;identify significant groups,individuals, places,documents, and eventsfrom ancient times until1900;conduct research to measurethe success of cultural,economic, and politicalsystems and determine theirimpact on other systems;summarize key elements ofcultural, economic, andpolitical systems and justify/debate different societies’use of these systems;compare and contrastsocial, economic, andpolitical trends andsystems;differentiate betweendifferent cultural, economic,and political systems;identify different cultural,economic, and politicalsystems;debate the impact of majorregional, national, andinternational conflict/cooperation; andmeasure and drawconclusions about theeffects of regional, national,and international conflicts/cooperation; andcritique the causes andeffects of major regional,national and internationalconflicts/ cooperation; andtrace the development ofmajor regional, national,and international conflictsand give examples ofcooperation; andidentify and give examplesof causes and effects ofmajor regional, national,and international conflicts/cooperation; andsummarize, write about and summarize and makecreate new literature and connections between thegraphics that connect the variety of literature andthoughts and ideas associated graphics associated withwith the periods of study. the periods of study.Objectives Students willSS.O.09.05.01read and interpret a varietyof historical literature andgraphics associated withthe periods of study.read and explain a varietyof historical literature andgraphics associated withthe periods of study.read and discuss a varietyof forms of historicalliterature and graphicsassociated with the periodsof study.examine the measure the contributions of art and literature throughout different historical periods.SS.O.09.05.02 trace the evolution of the changing status of women and children throughout the world in all historical periods addressed.SS.O.09.05.03 read and in interpret historical charts, tables, graphs, narratives, primary source documents, political cartoons and timelines andsummarize their information.SS.O.09.05.04 explain the effects of significant political developments and trends in the world before 1900.SS.O.09.05.05SS.O.09.05.06explain the interaction of early humans with their environment and evaluate their decisions (e.g., hunting, migration, shelter, food,clothing).compare and contrast the causes and effects of the rise and decline of ancient civilizations (e.g., the river civilizations, classic Greekand Roman).83

SS.O.09.05.07SS.O.09.05.08SS.O.09.05.09SS.O.09.05.10SS.O.09.05.11SS.O.09.05.12SS.O.09.05.13SS.O.09.05.14SS.O.09.05.15SS.O.09.05.16SS.O.09.05.17SS.O.09.05.18SS.O.09.05.19SS.O.09.05.20SS.O.09.05.21SS.O.09.05.22SS.O.09.05.23SS.O.09.05.24Grade 9Standard: 6SS.S.09.06explain the basic tenets of major world religions and philosophies, their places of origin and the status of those religions today.describe the location, movement, unique contributions and characteristics of Arab/Islamic society.explain feudalism and its effects on the development of societies around the world (e.g., Europe, China, Japan).identify and evaluate the political and economic roles and the cultural contributions of religious institutions in medieval society.compare and contrast the acceptance of diversity in hierarchical societies.analyze and assess the concept of nation building (e.g., city states, Rome, rise of European nation states).recognize the worth of the individual in society and relate to the growth of the concept of the Renaissance man.describe how European needs/wants for foreign products contributed to the Age of Exploration.evaluate the effects of the Enlightenment in European society.analyze the cause of the Crusades and the effects on regions involved.analyze the historical developments of the Protestant Reformation including the effects of theology, politics and economics.describe the Agricultural and Industrial revolutions and decide their impact on the evolution of society.analyze the causes and effects of political revolutions and determine their impact on the formation of governments and on thecitizens of a society (e.g., French, Italian, German, Latin American).compare and contrast the American and French revolutions and their aftermaths.explain reasons for and consequences of the breakdown of order among nation states.examine the legal documents and systems which influenced western civilization and rank them in order of importance.compare and contrast absolute and constitutional monarchies and identify representative leaders of each.assess the impact of colonization on both the mother countries and the coloniesSocial StudiesReadingStudents will• use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to Policy 2520.1 for specific grade level reading and writing objectives.84

Tenth Grade Social Studies Content Standards and ObjectivesTenth Grade: United States Studies to 1900The tenth grade program of study examines the evolution of the Constitution as a living document and the role of participatorydemocracy in the development of a rapidly changing technological society. This study of the United States is an examination of theformative years from the Pre-Columbian civilizations to its transformation as a dominant political and economic influence in the world.Special emphasis is placed on how the challenges of settling expansive and diverse physical environments were met by a culturallydiverse population. The West Virginia Standards for 21 st Century Learning include the following components: 21 st Century ContentStandards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible forclassroom instruction that integrates learning skills, technology tools and content standards and objectives.Grade 10 Social StudiesStandard: 1 CitizenshipSS.S.10.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.10.1)Distinguished Above Mastery Mastery Partial Mastery NoviceTenth grade studentsperforming at thedistinguished level incitizenship:Tenth grade studentsperforming at the abovemastery level in citizenship:Tenth grade studentsperforming at the masterylevel in citizenship:Tenth grade studentsperforming at the partialmastery level in citizenship:Tenth grade studentsperforming at the novicelevel in citizenship:research and debatepotential governmentactions and anticipatecitizen responsesresearch and debategovernment actions andevaluate citizen influencesand responses;debate government actionsand compare/contrastcitizen influences andresponses;list government actions andexplain how citizens caninfluence and respond ;examine governmentactions and identify citizeninfluences and responses;research citizen rights andresponsibilities, debate theirimportance, create newpositions when existingcompare/contrast citizenrights and responsibilities,defend their importance,justify positions when theysummarize citizen rightsand responsibilities,appraise their importance,defend positions when theylist citizen rights andresponsibilities, discusstheir importance, identifysituations when they are inidentify citizen rights andresponsibilities and theirimportance, examinesituations when they are in85

ideas are in conflict, andhypothesize peacefulconflict resolution;are in conflict, and evaluatepeaceful conflict resolution;are in conflict, and evaluatepeaceful conflict resolution;conflict, and defendpeaceful conflict resolution;conflict and select reasonsfor peaceful conflictresolution;prioritize positions onnaturalization and justify thevalidity of sources ofinformation on public policyissues; anddebate positions onnaturalization and thevalidity of sources ofinformation on public policyissues; andevaluate positions onnaturalization and sourcesof information on publicpolicy issues; andcompare/contrast positionson naturalization andsources on public policyissues; anddiscuss positions onnaturalization and identifysources on public policyissues; andresearch a communityneed, organize and lead avolunteer service project toprovide help for the need.ObjectivesSS.O.10.01.01SS.O.10.01.02SS.O.10.01.03SS.O.10.01.04SS.O.10.01.05SS.O.10.01.06SS.O.10.01.07SS.O.10.01.08SS.O.10.01.09research various volunteerservice projects, participatein one, and providerationale for participation.participate in a volunteerservice project and providerationale.select and participate in avolunteer service project.participate in a volunteerservice project.Students willcompare and contrast various citizens’ responses to controversial government actions and debate decisions as to what thegovernment should and should not do.appraise the importance of the fundamental democratic values and principles of the United States constitutional democracy uponindividuals, communities and nations.explain how the interactions of citizens with one another help monitor and influence government. policy.evaluate ways conflicts can be resolved in a cooperative, peaceful manner which respects individual rights and promotes thecommon good.evaluate, take and defend positions on issues in which fundamental democratic values and principles are in conflict (e.g., liberty andequality, individual rights and the common good, majority rule, minority rights).summarize the characteristics of United States citizenship and evaluate responsibilities, duties, privileges and rights of United Statescitizens.evaluate, take and defend positions on issues regarding the criteria used for naturalization.evaluate sources of information related to public policy issues.examine, select and participate in a volunteer service or project and explain the reason for your selection.Grade 10Standard: 2SS.S.10.02Social StudiesCivicsStudents will• examine and analyze the purpose 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 inthe 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 and86

to world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.10.2)Distinguished Above Mastery Mastery Partial Mastery NoviceTenth grade students at thedistinguished level in civics:Tenth grade students at theabove mastery level incivics:Tenth grade students at themastery level in civics:Tenth grade students at thepartial mastery level incivics:Tenth grade students at thenovice level in civics:analyze sophisticatedprimary sources to evaluateand compare principles andphilosophies found in coredocuments and evaluatetheir influence on historicalperiods and events;analyze primary sources toexplain and compareprinciples and philosophiesfound in core documentsand draw conclusions abouttheir influence on historicalperiods and events;use primary sources toidentify and describeprinciples and comparephilosophies found in coredocuments and relate themto historical periods andevents;use basic primary sourcesto identify key principles andphilosophies in coredocuments and relate themto major periods andevents;use paraphrases orsummaries of primarysources to identify somekey principles andphilosophies in coredocuments and relate themto major events;debate and defend thedistribution of power in afederalist system and theAmerican Constitution;compare the powers in afederalist and an antifederalistsystem and theAmerican Constitution; andanalyze government powersin a federalist system andthe American Constitution;describe the basic elementsof a federalist system andthe American Constitution;recognize the basicelements of a federalistsystem and the AmericanConstitution.;research and debate howdemocratic and nondemocraticideals arereflected in publicbehaviors; anddifferentiate how democraticand non-democratic idealsare reflected in publicbehaviors.; andevaluate how democraticideals are reflected in publicbehaviors; andanalyze democratic idealsthat are reflected in publicbehaviors; andconnect key democraticideals to public behaviors;andinvestigate positive andnegative influences of theAmerican Revolution andGeorge Washington’sfarewell address on theinternational perceptions ofthe United States andsummarize resultsObjectivesSS.O.10.02.01SS.O.10.02.02SS.O.10.02.03SS.O.10.02.04debate the influence of theAmerican Revolution andGeorge Washington’sfarewell address.evaluate the influence of theAmerican Revolution andGeorge Washington’sfarewell address.draw conclusions about theinfluence of the AmericanRevolution and GeorgeWashington’s farewelladdress.name some ways theAmerican Revolution andGeorge Washington’sfarewell address influencedpeople/ nations.Students willidentify and describe the fundamental democratic principles and values in the nation’s core American documents, relate them to thesubsequent periods in U.S. history, and identify the discrepancies between the expressed ideals and realities.identify fundamental American democratic principles using primary sources and significant political speeches and writings.explain the purpose of the United States government and analyze how its powers are acquired, used and justified.compare and contrast documents and philosophies that are the basis for representative democracy in the United States (e.g., Greek,87

SS.O.10.02.05SS.O.10.02.06SS.O.10.02.07SS.O.10.02.08SS.O.10.02.09SS.O.10.02.10SS.O.10.02.11SS.O.10.02.12Roman, John Locke, Magna Carta, English Bill of Rights).explain the purpose, organization and functions of the legislative, executive and judicial branches, and analyze the separation ofpowers, checks and balances.summarize the U.S. Constitution and Amendments then justify the steps required to amend the United States Constitution.analyze the presidential election process, the continued use of the Electoral College and the order of presidential succession.evaluate federalism and give examples of shared, delegated, reserved and implied powers.evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form ofgovernment.evaluate, take and defend positions about the functions of political leadership and the importance of public service in Americandemocracy.evaluate and defend how the American Revolution and the establishment of the United States as a constitutionaldemocracy influenced people in other nations and reshaped their image of America.assess the significance of George Washington’s farewell address.Grade 10 Social StudiesStandard: 3 EconomicsSS.S.10.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.10.03)Distinguished Above Mastery Mastery Partial Mastery NoviceTenth grade studentsperforming at thedistinguished level ineconomics:Tenth grade studentsperforming at the abovemastery level in economics:Tenth grade studentsperforming at the masterylevel in economics:Tenth grade studentsperforming at the partialmastery level in economics:Tenth grade studentsperforming at the novicelevel in economics:evaluate the effects of theAmerican Revolution andother factors that led to thedevelopment of the U. S.economic system andcritique their interaction;analyze the effects of theAmerican Revolution andassess other factors that ledto the development of theU. S. economic system;explain the effect of theAmerican Revolution andanalyze other factors thatled to the development ofthe U. S. economic system;discuss the effect of theAmerican Revolution andexplain other factors that ledto the development of theU. S. economic system;identify effects of theAmerican Revolution andother factors in thedevelopment of the U. S.economic system.hypothesize how changes indebate key issues in theanalyze the creation andexplain the creation andlist key points in the creation88

the creation and operationof U.S. fiscal policy wouldaffect the country;creation and operation ofU.S. fiscal policy;operation U.S. fiscal policy;operation of U.S. fiscalpolicy;and operation of U.S. fiscalpolicy.analyze how differenteconomic systems haveaffected internationalrelations; andcompare and contrastvarious economic systems;andexplain the variouseconomic systems; andidentify key aspects ofvarious economic systems;anddefine the variouseconomic systems; andevaluate the outcome of theHamilton-Jefferson debateand its influence on today’seconomy.ObjectivesSS.O.10.03.01SS.O.10.03.02SS.O.10.03.03SS.O.10.03.04SS.O.10.03.05SS.O.10.03.06SS.O.10.03.07SS.O.10.03.08summarize the causes/effects of theHamilton-Jefferson debateand explain the outcome.evaluate the causes/ effectsof the Hamilton-Jeffersondebate.analyze the causes/ effectsof the Hamilton-Jeffersondebate.list the key issues in theHamilton-Jefferson debate.Students willdetermine the relationship between the law of supply/demand and production/consumption.recognize and discuss the effects of the American Revolution on economic development and construct the steps involved in thechange of the United States economic system from mercantilism to free enterprise capitalism.differentiate between various types of taxes and relate them to taxation controversies in the United States during their era.critique the cause and effect relationship between the labor movement and industrialization in the United States.explain the concept of capitalism and compare the basic components to those of socialism and communism.identify and analyze the role of market factors in the settlement of the United States and the development of the free enterprisesystem.analyze the effects of foreign trade and tariff policies on the United States.explain and judge the ideas, values, and practices that caused the Hamilton-Jefferson debate, and evaluate the effects of the debateon the formation and direction of the nation’s economy.Grade 10Standard: 4 GeographySS.S.10.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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).Performance Descriptors (SS.PD.10.04)89

Distinguished Above Mastery Mastery Partial Mastery NoviceTenth grade studentsperforming at thedistinguished level ingeography:Tenth grade studentsperforming at the abovemastery level in geographyTenth grade studentsperforming at the masterylevel in geography:Tenth grade studentsperforming at the partialmastery level in geographyTenth grade studentsperforming at the novicelevel in geographyselect and apply advancedgeographic tools andvocabulary to interpretspatial information;apply advanced geographictools and vocabularyanalyze and explain spatialinformation.apply geographic tools andvocabulary to analyze andillustrate spatial information;use basic geographic toolsand vocabulary to explainspatial information;use basic geographic toolsand vocabulary to identifyspatial information;collect data and predicteffects of geographicfeatures on settlement,movement, and economicdevelopment;construct models to showthe effects of geographicfeatures on settlement,movement, and economicdevelopment;assess the effects ofgeographic features onsettlement, movement, andeconomic development;give examples of theeffects of geographicfeatures on settlement,movement, and economicdevelopment;examine the effects ofgeographic features onsettlement, movement, andeconomic development;research and debate theeffects of diverse culturalcharacteristics on thedevelopment of Americanculture and ; andevaluate the effects ofdiverse culturalcharacteristics on thedevelopment of Americanculture; andanalyze the effects ofdiverse culturalcharacteristics on thedevelopment of Americanculture; andcompare/contrast theeffects of diverse culturalcharacteristics on thedevelopment of Americanculture; andlist some effects of diversecultural characteristics onthe development ofAmerican cultural;debate the positive/negativeeffects of interactionbetween humans and theenvironment.ObjectivesSS.O.10.04.01SS.O.10.04.02SS.O.10.04.03categorize the effects ofinteraction between humansand the environment.analyze the effects ofinteraction between humansand the environment.Students willapply correct vocabulary and geographic tools to determine and illustrate:• major meridians of longitude and parallels of latitude.• landforms• bodies of water• states and their capitals• cities• climatic regions• relative and exact location of selected designationsexamine the effects ofinteraction between humansand the environment.identify some of the effectsof interaction betweenhumans and theenvironment.analyze the role of mental maps in the movement of people across the United States.determine the most appropriate maps and graphics in an atlas to examine and assess geographic issues regarding the growth anddevelopment of the United States (e.g., topography, transportation routes, settlement patterns, growth of service centers and cities).90

validate the bases ofgovernment policies, devisealternative actions, andpredict outcomes;research alternativesystems of government,comparing how each hasimpacted social, economic,and political change;explain the creation andoperation of the federalgovernment and assesshow the government hasimpacted social, economic,and political changes;describe the creation of thefederal government, giveexamples of its functions,and make connections tosocial, economic, andpolitical changes;describe the creation of thefederal government andidentify the key componentsof its operation;critique reasons for andeffects of expansion,sectionalism, conflict, andinternational involvement;andformulate reasons forexpansion, sectionalism,conflict, and internationalinvolvement and investigateother courses of action; andanalyze the causes/effectsof exploration, colonization,expansion, sectionalism,conflict, technology, civilrights, and internationalinvolvement; andsummarize examples ofexpansion, sectionalism,conflict, and internationalinvolvement; andtrace events contributing toexpansion, sectionalism,conflict, and internationalinvolvement; andchoose best resources toprovide justification andexceptional skills indiscussion, debate, andpersuasive writing.ObjectivesSS.O.10.05.01SS.O.10.05.02SS.O.10.05.03SS.O.10.05.04SS.O.10.05.05SS.O.10.05.06SS.O.10.05.07SS.O.10.05.08SS.O.10.05.09SS.O.10.05.10SS.O.10.05.11SS.O.10.05.12demonstrate advancedskills in discussion, debate,and persuasive writing.demonstrate proficient skillsin discussion, debate, andpersuasive writing.demonstrate basic skills indiscussion, debate, andpersuasive writing.demonstrate limited skills indiscussion, debate, andpersuasive writing.Students willrelate life in America before the 17 th century to life today.analyze and explain the contacts that occurred between Native Americans and European settlers during the age of discovery.trace the roots and evaluate early explorations of America and describe and analyze the attraction of the New World to Europeans(religious, social, political, economic).justify how the effects of European empire building led to the American Revolutionprioritize the problems that existed between the British government and the American colonies and defend first the Americanviewpoint and then the British viewpoint (e.g., sovereignty of Parliament, taxation, trade restrictions).describe and analyze the content of the Declaration of Independence and explain the factors and events which led to its creation.analyze, explain and sequence major events and ideas of the Revolutionary War.analyze and evaluate the United States Constitution and the Bill of Rights; describe and measure the challenges faced by the newUnited States government.differentiate then summarize the parts of the Constitution that responded to the political, economic and social conditions that existedafter the American Revolution.explain the major challenges faced by the framers of the Constitution, and describe the compromises reached at the ConstitutionalConvention.evaluate the effects of nationalism on the constitutional, political, economic and foreign policy issues faced by the United States in itsformative years. (e.g., Monroe Doctrine, Manifest Destiny, Washington’s Farewell Address, War of 1812)identify and explain the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCollough v. Maryland, DredScott, Plessy v. Ferguson).92

SS.O.10.05.13 identify and explain the factors that led to exploration, settlement and expansion across the United States and analyze how theexpansion changed the United States (e.g., Louisiana Purchase, Lewis and Clark Exploration, Erie Canal, Missouri Compromise)SS.O.10.05.14 assess the effects of United States policies on Native Americans and recommend alternative actions.SS.O.10.05.15 research the institution of slavery and its effect on the political, economic and social development of the United States andsummarize their findings.SS.O.10.05.16 compare and contrast the political, economic and social conditions in the United States before and after the Civil War.SS.O.10.05.17 analyze and sequence the causes and effects of the major events of the Civil War and reconstruction.SS.O.10.05.18 outline the effects of technological change on the United States (e.g., agriculture, transportation, industry, labor, society).SS.O.10.05.19 critique the goals and actions of reformers and reform movements (e.g., women’s rights, minorities,temperance, prison, hospitals, schools, religion) and assume the role of reformer to explain the goals and actions or the movement.SS.O.10.05.20 debate the influence and impact of diverse cultures on United States society and explain the process of their assimilation intoAmerican life.SS.O.10.05.21 explain the development of representative democracy in the United States.SS.O.10.05.22 research, analyze and interpret primary sources (e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, majorpolitical debates) and compare to contemporary media (e.g., television, movies, computer information systems) to better understandevents and life in the United States to 1900.SS.O.10.05.23 construct various timelines of American history from pre-Columbian times to 1900 highlighting landmark dates, events, technologicalchanges, major political and military events and major historical figures and connect these to the political, economic and socialmovements the periods.SS.O.10.05.24 develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to 1900.SS.O.10.05.25 analyze and explain the positions of the political parties and their leaders then choose and support a position on the following:• economic development• territorial expansion• political participation• individual rights• states’ rights• slavery• social reforms.SS.O.10.05.26 examine the leaders, ideas and events behind the Monroe Doctrine, Manifest Destiny and other movements (i.e., revolutionarymovements in the Caribbean and Latin America) and explain the effects of these movements on the United States.Grade 10Standard: 6SS.S.10.06Social StudiesReadingStudents will• use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.93

• 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.94

Eleventh Grade Social Studies Content StandardsEleventh Grade: Twentieth / Twenty-First Centuries StudiesIn the eleventh grade social studies course students examine the historical evolution and global interaction of states, nations andnation-states from geographic, political and economic perspectives from 1900 through present day. Students engage in critical thinkingand problem-solving skills, using maps, spreadsheets, charts, graphs, primary source documents and text and other data from a varietyof credible sources to synthesize historical information, predict events and anticipate outcomes. Students recognize the economicinterdependency of the United States with other countries of the world. Students examine the factors that influence changing politicalrelationships between the United States and its world neighbors. The impact of world events on the individual citizen and the reciprocalimpact of an individual citizen’s actions on world events will be emphasized. The West Virginia Standards for 21 st Century Learninginclude the following components: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills and TechnologyTools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and contentstandards and objectives.Grade 11 Social StudiesStandard: 1 CitizenshipSS.S.11.01 Students will• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• model a respect for 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 anddefend 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 andresponsible 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).Performance Descriptors (SS.PD.11.1)Distinguished Above Mastery Mastery Partial Mastery NoviceEleventh grade studentsperforming at thedistinguished level incitizenship:Eleventh grade studentsperforming at the abovemastery level in citizenship:Eleventh grade studentsperforming at the masterylevel in citizenship:Eleventh grade studentsperforming at the partialmastery level in citizenship:Eleventh grade studentsperforming at the novicelevel in citizenship:analyze the changing natureof civic responsibilityincluding rights,responsibilities andprivileges in addressingpersonal, regional, nationalcritique responsible citizenbehavior including rights,responsibilities andprivileges in addressingpersonal, regional, nationaland international problems;analyze responsible citizenbehavior including rights,responsibilities andprivileges in addressingpersonal, regional, nationaland international problems;describe responsible citizenbehavior including rights,responsibilities andprivileges in addressingpersonal, regional, nationaland international problems;identify responsible citizenbehavior including rights,responsibilities andprivileges in addressingpersonal, regional, nationaland international problems ;95

and international problems;critique the actions andreactions of citizens tohistorical and contemporarysituations, choose a positionand defend it;compare and contrastactions and reactions ofcitizens to historical andcontemporary situations;research actions andreactions of citizens tohistorical and contemporarysituations;relate actions and reactionsof citizens to historical andcontemporary situations;recognize actions of citizensto historical andcontemporary situations;analyze arguments onsignificant issues liketerrorism, religious conflictand weapons of massdestruction; anddebate arguments onsignificant issues liketerrorism, religious conflictand weapons of massdestruction; andcompare and contrastarguments on significantcontemporary issues;andidentify arguments onsignificant issues; andlist significant contemporaryissues; andassess community/schoolneeds, set goals to addressthem and develop andimplement plans of action.ObjectivesSS.O.11.01.01SS.O.11.01.02SS.O.11.01.03SS.O.11.01.04SS.O.11.01.05SS.O.11.01.06SS.O.11.01.07SS.O.11.01.08organize and lead variousactivities both in the schooland community.model civic duties in schooland community endeavorsengage in community orschool activities.participate in school orcommunity activities.Students willdemonstrate ways citizens can work cooperatively to resolve personal, local, regional, and world conflicts peacefully.analyze and evaluate the influence of citizen action on public policy and law making.analyze the changing nature of civic responsibility.develop positions and formulate actions on the problems of today and predict challenges of the future (e.g., terrorism, religiousconflict, weapons of mass destruction, population growth).evaluate historical and contemporary political communication using such criteria as logical validity, factual accuracy and emotionalappeal.participate in a project of volunteer service.research and explain the importance of the personal and political responsibilities, privileges and rights of citizens.explain the concept of civil disobedience, provide examples and evaluate its use.Grade 11Standard: 2SS.S.11.02Social StudiesCivicsStudents willexamine 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 inthe 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 and96

to world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.11.2)Distinguished Above Mastery Mastery Partial Mastery NoviceEleventh grade studentsperforming at thedistinguished level in civics:Eleventh grade studentsperforming at the abovemastery level in civics:Eleventh grade studentsperforming at the masterylevel in civics:Eleventh grade studentsperforming at the partialmastery level in civics:Eleventh grade studentsperforming at the novicelevel in civics:critique changes to theConstitution and predictfuture changes;research changes in theConstitution and evaluatetheir impact;judge changes in theConstitution;explain changes in theConstitution;identify changes in theConstitution;predict how the globalenvironment in the 21 stCentury will impact thethree branches ofgovernment, at all levels;analyze what impact thethree branches ofgovernment have in makingchanges in both the UnitedStates and the world;examine the roles of thethree branches ofgovernment in makingchanges in the UnitedStates and the world;explain major changes inthe three branches ofgovernment;identify the majorresponsibilities of the threebranches of government;compare and judge theimpact of media, specialinterest groups and politicalparties on various forms ofgovernment; andjudge the impact of politicalparties in various forms ofgovernment; andanalyze the workings ofpolitical parties in variousforms of government; andexplain how the partysystem works both in theUnited States and othernations; andlist the major political partiesof the United States andmajor world nations; anddefend policies formulatedby constitutional andtotalitarian governments toresolve conflicts and crisesthat have arisen since 1900.ObjectivesSS.O.11.02.01SS.O.11.02.02SS.O.11.02.03SS.O.11.02.04SS.O.11.02.05evaluate policies used byboth constitutional andtotalitarian governments tomeet the needs of theircitizens during historical andcurrent crises.compare and contrast theways constitutional andtotalitarian forms ofgovernment have resolvedhistorical and contemporaryissue.describe the waysconstitutional andtotalitarian forms ofgovernment have handledhistorical and contemporaryissues.Students willexplain the reasons for amendments ratified since 1900 and analyze their effects on American society.explain the role of the president in the formation of national and foreign policy.critique the interaction of the three branches of the federal government in an increasingly complex society.analyze the election process and the role of political parties and special interest groups.evaluate the formation, role and impact of third parties in the United States.study the waysconstitutional andtotalitarian forms ofgovernment haveapproached historical andcontemporary issues.97

SS.O.11.02.06SS.O.11.02.07SS.O.11.02.08SS.O.11.02.09examine historical and current conflicts and crises and compare resolutions within the framework of constitutional and totalitariansystems of government.analyze judicial review and outline the procedure used to render decisions.analyze the changing nature of federalism and the growth of national government.critique the purposes and performance of international governmental and non-governmental organizations.Grade 11 Social StudiesStandard: 3 EconomicsSS.S.11.03 Students will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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 system (Factors of Production).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Performance Descriptors (SS.PD.11.03)Distinguished Above Mastery Mastery Partial Mastery NoviceEleventh grade studentsperforming at thedistinguished level ineconomics:Eleventh grade studentsperforming at the abovemastery level in economics:Eleventh grade studentsperforming at the masterylevel in economics:Eleventh grade studentsperforming at the partialmastery level in economics:Eleventh grade studentsperforming at the novicelevel in economics:evaluate the evolution andoperation of the UnitedStates economic system;assess the operation of theUnited States economicsystem;explain the operation of theUnited States economicsystem;discuss the operation of theUnited States economicsystemlist parts of the UnitedStates economic system;compare and contrast theUnited States system withother nations and assessdifferences with severalnations; andcompare and contrast theUnited States economicsystem with other nationsand discuss differences witha specific system; andcompare and contrast theUnited States economicsystem with other nations ofthe world; andexplain how the UnitedStates economic systemdiffers from other nations;andlist differences between theUnited States economicsystem and other nations;andanticipate how changes infiscal and monetary policiesaffect the private, public andglobal sectors and createnew scenarios todemonstrate the changes.assess fiscal and monetarypolicy and appraise theireffects on the private, publicand global sectors.explain fiscal and monetarypolicy and discuss theireffects on the public,private, and global sectors.describe fiscal andmonetary policy andexamine their effects on theprivate, public and globalsectors.define fiscal and monetarypolicy, listing some of theireffects on the private, publicand global sectors.98

ObjectivesSS.O.11.03.01SS.O.11.03.02SS.O.11.03.03SS.O.11.03.04SS.O.11.03.05SS.O.11.03.06SS.O.11.03.07SS.O.11.03.08Students willEvaluate the lifestyle changes brought on by industrialization, technology and transportation (e.g., debate industrialization vs.maintaining natural environment and the implications for tourism, mass production and mass consumption).classify developed countries (MDC) and developing countries (LDC), evaluate their economies, and compare/contrast the provisionof services made available to their citizens, (e.g., health care, education, military).explain monetary policy and its effect on society.illustrate the business cycle and apply the information to explain how different political systems formulate economic policy.analyze the causes and consequences of the United States’ national debt and its effect on the world economic system.correlate Gross Domestic Product and per capita income calculations of the United States to the economies of different nations.analyze how basic economic systems deal with supply/demand, investment/capital, savings, and labor/management relations andassess or measure their impact on national and international economic interdependence.predict the outcomes of changes in all types of taxation (e.g., property, income, sales).Grade 11 Social StudiesStandard: 4 GeographySS.S.11.04 Students will• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personaldirections, 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 andregions (Places and Regions).• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (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 the tools and assess techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.11.04)Distinguished Above Mastery Mastery Partial Mastery NoviceEleventh grade studentsperforming at thedistinguished level ingeography:Eleventh grade studentsperforming at the abovemastery level in geography:Eleventh grade studentsperforming at the masterylevel in geography:Eleventh grade studentsperforming at the partialmastery level in geography:Eleventh grade studentsperforming at the novicelevel in geography:create geographic toolsfrom primary data tointerpret and explain eventssince 1900;use geographic tools tocompare and contrast theimplications of events since1900;use geographic tools toanalyze events since 1900;use geographic tools toexplain events since 1900;use geographic tools toexamine and discuss eventssince 1900;predict developments andmake recommendationscompare and contrast theeffects of human,correlate the impact ofhuman, geographic, andexplain the impact ofhuman, geographic, andlist examples of human,geographic, and political99

concerning human,geographic, and politicalfactors on movement andthe environment; andgeographic and politicalfeatures on settlement,movement, and theenvironment; andpolitical factors onmovement and theenvironment; andpolitical factors onmovement and theenvironment; andfactors on movement andthe environment; andconstruct models to analyzeand evaluate theimportance of geographicresources in nation buildingand to debate possibleoutcomes in conflict andcooperation.ObjectivesSS.O.11.04.01SS.O.11.04.02SS.O.11.04.03SS.O.11.04.04SS.O.11.04.05SS.O.11.04.06SS.O.11.04.07SS.O.11.04.08SS.O.11.04.09SS.O.11.04.10debate the importance ofgeographic resources innation building and inconflict/cooperation.judge the importance ofgeographic resources innation building as well as inconflict and cooperation.explain how geographicresources influence nationbuilding andconflict/cooperation.identify geographicresources that influencenation-building andconflict/cooperation.Students willinterpret and transform primary data and various forms of information into maps, graphs, charts, cartoons and timelines.analyze the significance of the physical and human geographic characteristics and location of places where events occurred in eachperiod of study. (e.g., Why did an event occur where it did? Could the same event have occurred in another place or location?) andexplain their analysis.correlate the importance of geographic factors with social, political, economic and technological change (e.g., point out how WestVirginia’s geography has influenced laws that impact business, including tourism, as well as the quality of life in the state).identify United States settlement patterns after 1900 and draw conclusions about causes and effects.analyze and assess the impact of human decision-making and technology on the environment.assess the impact of anticipated annual climate change (e.g., monsoon, flooding).assess the impact of unpredictable environmental changes (e.g., earthquakes, El Nino, drought, flooding).examine and assess the role that geographic factors/features play in the development of political, economic and social conditionsand/or climatesrelate the importance, availability and accessibility of renewable and nonrenewable resources to international conflicts andcooperation since 1900 (e.g., discuss how United States dependence on Middle Eastern oil resulted in geo-political consequences).explain how language, art, music and other cultural elements can facilitate global understanding.Grade 11Standard: 5SS.S.11.05Social StudiesHistoryStudents will• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions andoutcomes, 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 WestVirginia, the United States and the world (Culture and Humanities).• use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).100

• examine political institutions and theories that have developed and changed over time; and research and cite reasons fordevelopment and change (Political Institutions).Performance Descriptors (SS.PD.11.05)Distinguished Above Mastery Mastery Partial Mastery NoviceEleventh grade studentsperforming at thedistinguished level inhistory:Eleventh grade studentsperforming at the abovemastery level in history:Eleventh grade studentsperforming at the masterylevel in history:Eleventh grade studentsperforming at the partialmastery level in history:Eleventh grade studentsperforming at the novicelevel in history:use primary sourcedocuments to defend/refuteassumptions about keypeople, places, groups,documents, movements,and events;generate theories about anddevelop methods to assessthe impact of key people,places, groups, documents,movements, and events:critique the impact of keypeople, places, groups,documents, movements,and events of the 20 thcentury;trace the development ofthe significance of keypeople, places, groups,documents, movements,and events of the 20 thcentury;identify and explain thesignificance of key people,places, groups, documents,movements, and events ofthe 20 th century;evaluate the impact ofcultures, economic systems,political systems, andadvances in technology,communication andtransportation, and proposeand assess futuredevelopments;compare and contrastcultures, economic systems,and advances intechnology, communication,and transportation;analyze cultures, economicsystems, political systems,and advances intechnology, communicationand transportation;characterize cultures,economic systems, politicalsystems, and advances intechnology, communicationand transportation;describe cultures, economicsystems, political systemsand advances intechnology, communicationand transportation;analyze or predict the globaleffects of regional, national,and international events andpolicies; andresearch the globalinfluences on regional,national, and internationalevents and policies, andformulate generalizations,about their conclusions; andexamine regional, national,and international events andpolicies, and assess theirimpact on global affairs ;andsummarize regional,national, and internationalevents and policies andrelate them to global affairs;andgive examples of regional,national, and internationalevents and policies thateffect global affairs; andinvestigate a contemporary analyze a variety of primaryAmerican issue bysources and defend,assembling, categorizing, through persuasive writingand exhibiting primary or debate, decisions madesources to lead a discussion to resolve major conflicts inor a debate.contemporary AmericaObjectives Students willSS.O.11.05.01interpret facts aboutcontemporary Americanissues through the use ofprimary sources,discussion, debate, andpersuasive writing.present and discuss factsabout contemporaryAmerican issues throughthe use of primary sources.analyze and explain the response of leaders of the United States and the world to the following developments:view primary sourcedocuments and identifycontemporary Americanissues.101

SS.O.11.05.02SS.O.11.05.03SS.O.11.05.04SS.O.11.05.05SS.O.11.05.06SS.O.11.05.07SS.O.11.05.08SS.O.11.05.09SS.O.11.05.10SS.O.11.05.11SS.o.11.05.12SS.O.11.05.13SS.O.11.05.14SS.O.11.05.15SS.O.11.05.16• industrialization• urbanization• immigration• education• health care• epidemics/pandemicassess the impact of United States foreign policy on different world regions (e.g., Open Door Policy, Good Neighbor Policy, Lend-Lease).critique United States immigration policies and assess the contributions of immigrant groups and individuals.analyze and explain the political, social and economic causes and consequences of American involvement in these major conflictsand challenges of the 20 th and 21 st Century:• World War I• Great Depression• World War II• Cold War• Korean Conflict• Vietnam• Operation Desert Storm/ Gulf War• Operation Enduring Freedom/Afghanistan military crisis• Operation Iraqi Freedom/War in Iraqsummarize the major goals and analyze the impact of the New Deal.explain and assess the economic, social and political transformation of the United States since World War II.analyze and explain United States and world foreign policy since World War II.trace the development of the world labor movement, describe its political, social and economic effects, and explain its effect on theU.S. labor movement and the demands for labor reform legislationexamine concerns, issues and conflicts categorized as universal human rights (e.g., Holocaust, diversity, tolerance, genocide).compare and contrast worldwide de-colonization and independence movements in the twentieth century (e.g., Israel, India, Indo-China, third world countries), and explain how emerging nations influence world events.research, compare and contrast the progress of civil rights in the United States with civil rights in other regions of the world andconclude what the contributions were of significant civil rights leaders.research the origins and rise of Communism, connect its implications to the nuclear age and Cold War, and then describe its currentstatus worldwide, including the breakup of the Soviet Union.examine and analyze the causes and consequences of regional conflicts (e.g., Middle East, Latin America, Africa, Europe),assesstheir influence on the rise of terrorism/extremist groups, and anticipate the future effects of the conflicts and theextremist groups.describe the effect of technology and its impact in creating a global community (e.g., computers, space exploration, medicine).compare and evaluate the impact of stereotyping, conformity, acts of altruism and other behaviors on individuals and groups.evaluate the role of technology in communications, transportation, information processing, weapons development and other areas asit contributes to or helps resolve conflicts.102

SS.O.11.05.17SS.O.11.05.18SS.O.11.05.19SS.O.11.05.20SS.O.11.05.21Grade 11Standard: 6SS.S.11.06evaluate, take and defend positions on foreign policy issues in light of American national interests, values and principles.compare and contrast Fascism, Nazism and Communism.analyze the goals and actions of reformers and reform movements (e.g., social, economic, political).develop skills in discussion, debate and persuasive writing by evaluating different assessments of the causes, costs and benefits ofmajor events in the twentieth century.interpret facts about contemporary America from various charts, graphs, maps, pictures, models, timelines and other primarysources.Social StudiesReadingStudents will• use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequencyword/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of collegereadiness 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.Refer to policy 2520.1 for specific grade level reading and writing objectives.103

Twelfth Grade Social Studies Content StandardsTwelfth Grade:Civics for the 21 st CenturyResponsible participatory citizenship, an understanding of the workings of our government, sound financial literacy and globalawareness are essential to the preservation and improvement of American Constitutional Democracy. Civics for the 21 st Century is thecapstone social studies course combining civics, economics and geography to prepare students as 21 st Century citizens. Studentsengage 21 st century tools to expand upon their critical thinking and problem-solving skills allowing them to become financially literate,to develop civic efficacy, and to acquire the geographic knowledge necessary to understand the physical and human systems of theworld. Students become informed decision makers as they work collaboratively and develop a correct awareness of their place in aglobal society. Students engage in communication skills to acquire and convey their knowledge appropriately. The West VirginiaStandards for 21 st Century Learning include the following components: 21 st Century Content Standards and Objectives and 21 st CenturyLearning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learningskills, technology tools and content standards and objectives.Grade 12 Social StudiesStandard: 1 CitizenshipSS.S.12.01 Students will• recognize and evaluate civic dispositions or traits that are important to the preservation and improvement of Americandemocracy (e.g. individual responsibility, civility, patriotism, respect for the rights of others and for the law, honesty, openmindedness, critical mindedness, compromise). (Social Responsibility and Respect)• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).• develop civic judgments on past and current issues, support positions, and evaluate the validity of opposing viewpoints.(Critical Thinking)• demonstrate participatory skills characteristic of involved citizens; research and analyze public policy, monitor argumentsand developments; and devise methods to influence public policy decisions. (Participatory and Collaborative Skills)Performance Descriptors (SS.PD.12.1Distinguished Above Mastery Mastery Partial Mastery NoviceTwelfth grade students at thedistinguished level incitizenship:Twelfth grade students atthe above mastery level incitizenship:Twelfth grade students atthe mastery level incitizenship:Twelfth grade students atthe partial mastery level incitizenship:Twelfth grade students atthe novice level incitizenship:justify the purpose ofAmerican constitutionalgovernment to protectpersonal, political andeconomic rights of citizensand debate current issues;assess the purpose ofAmerican constitutionalgovernment to protectpersonal, political andeconomic rights of citizensand provide relevantexamples;explain the purpose ofAmerican constitutionalgovernment to protectpersonal, political andeconomic rights of citizens;identify ways that Americanconstitutional governmentprotects personal, politicaland economic rights ofcitizens;define basic terms ofAmerican constitutionalgovernment that includepersonal, political andeconomic rights of citizens;104

initiate ways to work withothers to reach consensus,compromise and manageconflict to establish solutionsfor current, real-world issues;assess the reasons to workwith others to seekconsensus, compromiseand manage conflict todetermine solutions tocurrent, real-world issues;work with others to seekconsensus, compromiseand manage conflict;give examples of howpeople reach consensus,compromise and manageconflict;recognize that people reachconsensus, compromiseand manage conflict;evaluate a current, realworldconflict betweenindividual freedom and thecommon good, and bolstersupport for their positionthrough debate;summarize a current, realworldconflict betweenindividual freedom and thecommon good, and takeand defend a position onthe conflict;select a current, real-worldconflict between individualfreedom and the commongood, and take and defenda position on the conflict;give examples of individualfreedoms and issues ofcommon good;names individual freedomsand issues of commongood;research ways citizens cancontribute to the politicalprocess and initiate a planfor participation; andinvestigate ways citizenscan participate in thepolitical process and helpcreate a plan forparticipation; andexamine and illustrate howcitizens can participate inthe political process; andgive examples of howcitizens can participate inthe political process; andtell ways citizens canparticipate in the politicalprocess; andinteract with other citizens asthey monitor and influencepublic policy and justify theirimpact as they organize andimplement a school orcommunity action.ObjectivesSS.C.O.12.01.01SS.C.O.12.01.02SS.C.O.12.01.03SS.C.O.12.01.04SS.C.O.12.01.05SS.C.O.12.01.06SS.C.O.12.01.07SS.C.O.12.01.08SS.C.O.12.01.09evaluate how responsiblecitizens interact to monitorand influence public policyand the affect of theirinteractions as theyorganize a school orcommunity action.analyze how responsiblecitizens interact, monitorand influence public policyas they participate in schooland community activities.study how responsiblecitizens interact, monitorand influence public policy.define terms related tocitizenship, responsibilityand public policy.Students willuse a rational decision-making process as an actively involved citizen to evaluate and participate in public policy decisions.analyze the roles of citizens in influencing and monitoring public policy at the local, state, and national levels.outline and evaluate the factors involved in the formulation of public policy and actively influence and monitor public policy at thelocal, state and national levels.examine and analyze the rights, privileges, responsibilities and duties of active civic participants.illustrate how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.explain that a primary purpose of American government is the protection of personal, political, and economic rights of citizens.examine the characteristics of citizens’ rights, and debate the necessity of reasonable limitations.demonstrate how to work with others to build coalitions, seek consensus, negotiate compromises and manage conflict.evaluate, take and defend a position involving a conflict between an individual freedom and the common good regarding specificcurrent issues (homeland security, civil liberties, human rights, race, gender, etc.)105

SS.C.O.12.01.10support the need for political leadership, public service, and a knowledgeable citizenry in American constitutional democracy.Grade 12 Social StudiesStandard: 2 CivicsSS.S.12.02 Students will• examine and analyze the basic principles and purposes of the United States government; propose and evaluate alternatives(Purposes of Government).• research the historical origins analyze the meanings, and evaluate the necessity of the principles, ideals and coredemocratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).• compare and contrast the structure, function and responsibilities of governments and the allocation of power at the local,state and national levels (United States Government and Politics).• research and diagram world political organizations; debate the role and relationship of the United States to other nationsand to world affairs (United States Government and World Affairs).Performance Descriptors (SS.PD.12.2)Distinguished Above Mastery Mastery Partial Mastery NoviceTwelfth grade students at thedistinguished level in civics:Twelfth grade students atthe mastery level in civics:Twelfth grade students atthe novice level in civics:critique the different roles ofcitizens in politics andgovernment and debate theextent to which citizensactively participate;Twelfth grade students atthe above mastery level incivics:analyze the different rolesof citizens in politics andgovernment;interpret the different rolesof citizens in politics andgovernment;Twelfth grade students atthe partial mastery level incivics:explain the different roles ofcitizens in politics andgovernment;identify the different roles ofcitizens in politics andgovernment;summarize the differentlevels and forms ofgovernment and prove thatpolitical, religious andeconomic climates influencedecision-making;differentiate the differentlevels and forms ofgovernment and debatehow political, religious andeconomic climatesinfluence decision-making;outline the different levelsand forms of governmentand evaluate how political,religious and economicclimates influence decisionmaking;describe the different levelsand forms of governmentand discuss how political,religious and economicclimates influence decisionmaking;list the different levels andforms of government andrecall that political, religiousand economic climatesinfluence decision-making;judge the role of the media,special interest groups andpolitical parties on currentpolitical issues and debatethe extent of their influenceand propose changes topublic policy;research and analyze therole of the media, specialinterest groups and politicalparties on current politicalissues and public policy;analyze the role of themedia, special interestgroups and political partieson political issues andpublic policy;compare the role of themedia, special interestgroups and political partieson political issues andpublic policy;describe the role of themedia, special interestgroups and political partieson political issues andpublic policy;106

summarize the influence ofthe United States on globalissues and makerecommendations forchange;evaluate the influence ofthe United States on globalissues and defend theirposition;examine the influence ofthe United States on globalissues;identify the areas ofinfluence the United Stateson global issues;recognize that the UnitedStates influences globalissues;summarize the foundationdocuments and interprettheir influence on theConstitution; andevaluate the factors whichinfluenced the foundationdocuments; andexplain the factors whichinfluenced the foundationdocuments; andexamine factors whichinfluenced the foundationdocuments; andname factors whichinfluenced the foundationdocumentssummarize and debate theSupreme Courtinterpretations of theConstitution.ObjectivesSS.C.O.12.02.01SS.C.O.12.02.02SS.C.O.12.02.03SS.C.O.12.02.04SS.C.O.12.02.05SS.C.O.12.02.06SS.C.O.12.02.07SS.C.O.12.02.08SS.C.O.12.02.09SS.C.O.12.02.10SS.C.O.12.02.11assess the Supreme Courtinterpretations of theConstitution and defendtheir opinions.debate the Supreme Courtinterpretations of theConstitution.discuss why and how theSupreme Court interpretsthe Constitution.identify that the SupremeCourt interprets theConstitution state why.Students willExamine and analyze the contributing factors of the drafting of the Declaration of Independence and the U.S. Constitution:• Leaders and Philosophers (e.g., John Locke, Benjamin Franklin, Thomas Jefferson• Events (e.g., Glorious Revolution, Reformation, Enlightenment)• Documents (e.g., English Bill of Rights, Act of Succession, Magna Carta)• Classical periods (e.g., eras of Greece and Romeoutline the characteristics of the political, religious, and economic climates that brought about the American Revolution.evaluate, take and defend the political, religious, or economic climate as the most powerful influence on a nation’s decision to go towar.interpret and evaluate the Preamble, Seven Articles, and Amendments (especially the Bill of Rights), of the Constitution of theUnited States and debate whether or not their objectives are relative today.evaluate, take and defend a position either on the Federalist or the Anti-Federalist papers and explain the ultimate resolutions andcompromises that evolved from these. (Great Compromise, checks and balances, reserved powers.)analyze the Great Debate and evaluate its contribution to the Civil War.differentiate between the rights, privileges, responsibilities, and duties granted U.S. citizens under the Constitution of the UnitedStates and describe the role of citizens in a constitutional democracy.demonstrate an understanding of the purposes that constitutions serve, and the conditions that contribute to the establishment of therule of law, and evaluate how limited government and rule of law protect individual rights under the Constitution.explain and assess the development and evolution of documents that display the core democratic values of the United Statesgovernment as impacted by the economic, social, and political climates during different time periods in American history.trace and examine the history of the Constitutional Amendments and laws grounded in those Amendments illustrating relevance tothe students’ own lives today and in the future.compare and contrast the roles and responsibilities of the local, state and national judicial systems.107

SS.C.O.12.02.12SS.C.O.12.02.13SS.C.O.12.02.14SS.C.O.12.02.15SS.C.O.12.02.16SS.C.O.12.02.17SS.C.O.12.02.18SS.C.O.12.02.19SS.C.O.12.02.20SS.C.O.12.02.21SS.C.O.12.02.22SS.C.O.12.02.23SS.C.O.12.02.24SS.C.O.12.02.25SS.C.O.12.02.26SS.C.O.12.02.27SS.C.O.12.02.28SS.C.O.12.02.29Grade 12Standard: 3examine and compare Supreme Court cases and the Justices’ interpretations of the Constitution, especially cases regarding the Billof Rights. and apply knowledge to relevant situations occurring today.analyze the Bill of Rights (1 st Ten Amendments) and examine the conflicts that arise between individual freedom as opposed to thecommon good concerning economic and civic conditions in today’s society. evaluate changes in these freedoms and summarizeyour conclusions.examine and defend the values, ideals and principles that are the foundation of U.S. constitutional government, and demonstrateevidence of their existence in contemporary governments worldwide.Differentiate between nations possessing a constitution and those with a constitutional government and correlate the Amendmentsof the U.S. Constitution as they evolved as evidence that the United States has a constitutional government.analyze how the Constitution defines and outlines a structure for the U.S. Federal System and how the Constitution provides checksand balances for a limited government.recognize the changes in responsibilities and powers of the three branches of federal government from the time of their inceptionthrough today and cite examples that illustrate the changes.examine the existing two-party system of the U.S. government and predict the impact of a 3 rd party on the political process.assess the influence of the media on public opinion and on the decisions of government officials.examine the impact of special interest groups on the shaping of public policy and relate similar influences to a current initiative.analyze the impact of freedom of speech and press in a democratic society and give examples of how these freedoms allow citizensto express their views, shape public policy and monitor government actions.assess the connections between campaign financing, the media and the electoral process, and then formulate a proposal forcampaign reform and predict the outcome.identify the demographic factors that influence voter behavior and prepare a summary of your findings regarding citizen participationin the electoral process.identify and research “terrorist states” that house terrorist organizations and condone their activities, and recognize the perspectivesof policymakers worldwide and how they are influenced by these states and their activities.examine environmental abuses worldwide and create solutions for the economic vs. environmental conflicts that prevail.identify and examine international treaties and other agreements concerning such issues as environmental protection, arms control,space exploration and trade. then formulate an opinion as to the agendas of those involved in each treaty. and formulate an opinionas to the agendas of those who refuse to participate in the treaties.analyze the interaction among nation states for problem solving and partnership building through both governmental andnongovernmental approaches.examine, debate and use intellectual and participatory skills essential for informed, effective, and responsible citizenship that enableindividuals to learn and apply civic knowledge to work with others and clearly articulate ideas and interests to monitor and influencepublic policy, build coalitions, seek consensus, negotiate compromise, and manage conflict.develop and explain civic dispositions (habits of the heart) that pervade all aspects of citizenship and personal traits of private andpublic character essential to the preservation and improvement of American constitutional democracy, relate how Americanconstitutional democracy cannot accomplish its purposes unless its citizens actively participate in public policy and civic life.Social StudiesPersonal Finance108

SS.S.12.03 Students will• research applicable information (i.e. interest rates, costs, credit scores) and formulate plans to demonstrate informeddecision-making as it is reflected in responsible financial decisions (as in major purchases, college funding, retirementplanning, etc.).(Spending, Saving and Investing)• interpret the language and ideas of financial literacy (Vocabulary)• analyze the reasons people borrow money, compare the costs of credit versus cash, and summarize the effects of credit onpersonal finance and the global economy. Credit)• explain financial risks and evaluate available consumer protection against financial loss. (Risk Management)• analyze how the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange, competition and trade-offs impact production and consumption worldwide. (Choices, Scarcity)• research, critique and evaluate the roles of private and public institutions in the economy (Financial Institutions)• examine and evaluate various economic systems and the interdependence of global economies. (Global EconomicSystems)Performance Descriptors (SS.PD.12.03)Distinguished Above Mastery Mastery Partial Mastery NoviceTwelfth grade students at thedistinguished level inpersonal finance:Twelfth grade students atthe above mastery level inpersonal finance:Twelfth grade students atthe mastery level inpersonal finance:Twelfth grade students atthe partial mastery level inpersonal finance:Twelfth grade students atthe novice level in personalfinance:distinguish how careerchoice influences theirpersonal economic future;critique how career choiceinfluences their personaleconomic future;evaluate how career choiceinfluences economic future;discuss how career choiceinfluences economic future;list ways career choiceinfluences economic future;research and debate basiceconomic concepts asapplied to personal financialliteracy;judge the basic economicconcepts as applied topersonal financial literacy;apply basic economicconcepts to personalfinancial literacy;identify and discuss basiceconomic concepts inpersonal financial literacy;name and define basiceconomic concepts as partof personal financialliteracy;research and evaluate rightsand responsibilities of aninformed consumer citizennecessary for real-worldscenarios;assess the rights andresponsibilities of aninformed consumer citizenin real-world scenarios;examine the rights andresponsibilities of informedconsumers and producers;anddescribe the rights andresponsibilities of informedproducers and consumers;andlist the rights andresponsibilities of informedproducers and consumers;andsummarize various banking,credit, spending and defendinvestment practices.ObjectivesStudents willevaluate various banking,credit, spending and debateinvestment practices.research various banking,credit, spending andevaluate investmentpractices.discuss various banking,credit, spending anddescribe investmentpractices.name various banking,credit, spending anddiscuss.109

SS.C.O.12.03.01SS.C.O.12.03.02SS.C.O.12.03.03SS.C.O.12.03.04SS.C.O.12.03.05SS.C.O.12.03.06SS.C.O.12.03.07SS.C.O.12.03.08SS.C.O.12.03.09SS.C.O.12.03.10SS.C.O.12.03.11SS.C.O.12.03.12SS.C.O.12.03.13SS.C.O.12.03.14SS.C.O.12.03.15Grade 12Standard: 4SS.S.12.04compile and prioritize lists of wants and needs and defend your decisions, then analyze the opportunity costs when choosingbetween wants and needs.create a rubric to evaluate career choices as realistic factors influencing income and lifestyledifferentiate between gross and net income and cite the factors affecting the difference. (e.g., taxes, insurance, pension plans)research the role of benefits packages, unions, and professional organizations.calculate income and expenses, construct, analyze and monitor a personal budget, recognize the personal, local, national andglobal causes and implications of bankruptcy, and formulate a personal plan to prevent it.research the functions of banking services (checking, savings, ATM, check cards, debit cards, Certificates of Deposit, loans,investments, etc.) and recognize and compare relationships among economic institutions worldwide(e.g., households, businesses,banks, government agencies and labor unions).create a chart to compare interest rates on borrowed money and show the cost, then choose the best option and defend yourdecision. (e.g., personal loans, international loans between countries, corporate loans, entrepreneurial loans)explain the advantages and disadvantages of credit, discuss appropriate uses of credit, calculate and outline the hidden costs ofcredit and create a plan to reduce credit. (e.g., personal line of credit, credit cards, national debt)differentiate between saving and investing, construct a chart to identify investment options and formulate an investment plan to meetlong and short term financial goals.explain identity theft, how to guard against it, and the consequences to the victim and to society.categorize types of insurance policies and analyze the costs and benefitsidentify, categorize and explain all types of taxes, compare the different collection processes, and infer how taxation, income andlifestyle affect society on personal, state, national and global scales.compute personal income tax short form and complete simulated real estate and personal property tax formsexamine fraud, draw conclusions and summarize information regarding:• consumer rights, responsibilities, protection and legal resources• supplier rights, responsibilities, protection and legal resources• informed consumer decision-making skills• fraudulent practices• impact o n the individual, community, nation and worldevaluate an individual’s need for investment, saving, spending, and insurance then design a long term plan to meet those needsthroughout the life cycle. e.g., defined benefit , {pension, Social Security} defined contribution {401k, IRA, 403b, etc}, investmentdiversity and suitability)Social StudiesGeographyStudents will• interpret, use and construct maps, globes and other geographic tools to locate and derive information about personaldirections, people, places and environments (The World in Spatial Terms).• describe the physical and human characteristics of place and explain how the lives of people are rooted in places andregions (Places and Regions).• describe and explain the physical processes that shape the earth’s surface and create, sustain and modify the cultural and110

natural environment (Physical Systems).• identify, explain and analyze 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).• explain geographic perspective and the tools and techniques available for geographic study (Uses of Geography).Performance Descriptors (SS.PD.12.04)Distinguished Above Mastery Mastery Partial Mastery NoviceTwelfth grade students at thedistinguished level ingeography:Twelfth grade students atthe above mastery level ingeography:Twelfth grade students atthe mastery level ingeography:Twelfth grade students atthe partial mastery level ingeography:Twelfth grade students atthe novice level ingeography:anticipate the impact ofmigration, urban and ruralsprawl society andenvironments;summarize the impact ofmigration, urban and ruralsprawl on society andenvironments;examine and evaluate theimpact of migration, urbanand rural sprawl society andenvironments;discuss the impact ofmigration, urban and ruralsprawl on society andenvironments;identify the impact ofmigration, urban and ruralsprawl on society andenvironments;formulate and testhypotheses related tocultural and environmentalconnections;evaluate the significance ofdifferent cultural andenvironment interactions;compare and contrastdifferent cultural andenvironmental connections;explain the connectionsbetween cultures and theiruses of the environment;recognize that somecultures and environmentsare connected;evaluate special interestgroups and outsourcing anddebate the connectionsbetween the roles of culturaldiversity and assimilation;analyze special interestgroups and outsourcing andrelate these findings to theroles of cultural diversityand assimilation;examine special interestgroups and outsourcing anddebate the roles of culturaldiversity and assimilation ina variety of settings;recall special interestgroups and describeoutsourcing and discuss theroles of cultural diversityand assimilation;recognize special interestgroups and outsourcing anddescribe the roles ofcultural diversity andassimilation;predict stages ofdevelopment and createsustainable developmentscenarios; andsummarize and comparestages of development andanalyze sustainabledevelopment; andevaluate stages ofdevelopment and analyzesustainable development;andexplain stages ofdevelopment and describesustainable development;andname stages ofdevelopment and identifysustainable development;andanticipate changes indemographic data on avariety of global issues.ObjectivesSS.C.O.12.04.01SS.C.O.12.04.02SS.C.O.12.04.03summarize and debatedemographic data on avariety of global issues.research, debate andevaluate demographic dataon a variety of globalissues.explain and illustratedemographic data on avariety of global issues.identify and discussdemographic data on avariety of global issues.Students willmap and analyze spatial data from public records and share results with the community.debate the negative and positive aspects of zoning and annexation, evaluate the proposed land uses in your community andanticipate the outcomes.conduct research using demographic data to interpret, debate and evaluate the geopolitical implications of a variety of global issues:111

SS.C.O.12.04.04SS.C.O.12.04.05SS.C.O.12.04.06SS.C.O.12.04.07SS.C.O.12.04.08SS.C.O.12.04.09SS.C.O.12.04.10SS.C.O.12.04.11SS.C.O.12.04.12SS.C.O.12.04.13SS.C.O.12.04.14• Political and cultural boundaries• Differing rates of women’s suffrage• Cultural diversity and assimilation with regards to migration• Indicators of standards of living• Impact of the movement of religionevaluate and interpret the characteristics of migrants and the role of mental mapping in their destination decisions.examine the impact of sprawl (rural and urban) on society and the environment. (e.g., globalization of agriculture, energydependency, water/soil, green houses emissions, parking lots)analyze sustainable development in the lives of 21 st Century citizens.debate the roles of cultural diversity and assimilation in the More Developed Countries (MDC) versus those roles in Less DevelopedCountries (LDC)recognize the difference between political states and nation-states.compare the statistical measurements that differentiate LDCs from MDCsevaluate why development differs among countries and the causes and implications of these differences.evaluate the changing view of resource use on a local/global scale.point out the potential impacts of environmental change. (e.g. Changing areas of food production, shrinking human habitats, densesettlements)examine the role of special interest groups in defining ethical use of the environment and environmental protection.examine the reasons that may influence an industry’s move from an MDC to an LDC. (e.g., environmental regulations, governmentcontrol, wages.)112

ECONOMICS (ELECTIVE)Understanding economics is essential for all students to enable them to reason logically about key economic issues that affect theirlives as workers, consumers, and citizens. A better understanding of economics enables students to understand the forces that affectthem every day and helps them identify and evaluate the consequences of personal decisions. As resources become scarce, as theeconomic environment changes, and as the economic impact of decisions becomes more immediate, students must course willemphasize the need to make sense of the array of economic concepts, facts, events, observations and issues in everyday life and theability to make effective decisions about economic issues. The West Virginia Standards for 21 st Century Learning include the followingcomponents: 21 st Century Content Standards and Objectives and 21 st Century Learning Skills and Technology Tools. All West Virginiateachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards andobjectives.** It is recommended that this class be taught as a one-semester class.Grade 12Standard: 3SS.E.S.12.03ObjectivesSS.E.O.12.03.01SS.E.O.12.03.02SS.E.O.12.03.03SS.E.O.12.03.04SS.E.O.12.03.05SS.E.O.12.03.06SS.E.O.12.03.07SS.E.O.12.03.08SS.E.O.12.03.09SS.E.O.12.03.10Social StudiesEconomics ElectiveStudents will• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntaryexchange 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).• describe and demonstrate how the factors of production apply to the United States economic system (Factors ofProduction).• analyze the elements of competition and how they impact the economy (Competition).• examine and evaluate the interdependence of global economies (Global Economies).Students willexplain and give examples showing how scarcity of goods and services forces people to make choices about needs and wants.analyze how the scarcity of natural, technological, capital, and human resources requires economic systems to make choices aboutthe distribution of goods and services.explain the role supply and demand, prices, incentives and profits play in determining what is produced and distributed in a freeenterprise system.explain and give examples of opportunity costs (trade-offs) and scarcity, and analyze how these concepts are the basis of otherconcepts in economics.compare and contrast examples of private and public goods and services.evaluate the costs and benefits of allocating goods and services through public and private means.describe and compare relationships among economic institutions (e.g., households, businesses, banks, government agencies andlabor unions).explain how specialization and division of labor in economic systems increase productivity.describe the role of money and other forms of exchange in the economic process.compare and analyze how values and beliefs influence economic decisions in different economic systems.113

SS.E.O.12.03.11SS.E.O.12.03.12SS.E.O.12.03.13SS.E.O.12.03.14SS.E.O.12.03.15SS.E.O.12.03.16SS.E.O.12.03.17SS.E.O.12.03.18SS.E.O.12.03.19SS.E.O.12.03.20SS.E.O.12.03.21SS.E.O.12.03.22SS.E.O.12.03.23SS.E.O.12.03.24SS.E.O.12.03.25SS.E.O.12.03.26SS.E.O.12.03.27SS.E.O.12.03.28SS.E.O.12.03.29SS.E.O.12.03.30SS.E.O.12.03.31SS.E.O.12.03.32SS.E.O.12.03.33SS.E.O.12.03.34evaluate economic systems according to how laws, rules and procedures deal with demand, supply and prices.evaluate historical and current social developments and issues from an economic perspective.explain historical and current developments and issues in local, national and global contexts from an economic perspective.define inflation and explain its effects on economic systems.define and analyze the use of fiscal and monetary policy in the national economic system.explain the process of international trade from an economic perspective.analyze and evaluate growth and stability in different economic systems.analyze a public issue from an economic perspective and propose a socially desirable solution.evaluate the role of the factors of production in a market economy.compare, contrast and evaluate different types of economies (traditional, command, market, mixed).explain how and why people who start new businesses take risks to provide goods and services.identify, define and explain basic economic concepts (e.g., opportunity costs, scarcity, supply, demand, production, exchange, andconsumption. labor, wages, and capital. inflation and deflation. market economy and command economy. public and private goodsand services).describe and explain the role of money, banking, savings and budgeting in everyday life.distinguish between private goods and services (e.g., the family car or a local restaurant) and public goods and services (e.g., theinterstate highway system or the United States Postal Service).compare and contrast how values and beliefs, such as economic freedom, economic efficiency, equity, full employment, pricestability, security and growth influence decisions in different economic situations.explain the basic characteristics of international trade, including absolute and comparative advantage, barriers to trade, exchangerates, and balance of trade.describe and explain global economic interdependence and competition, using examples to illustrate their influence on national andinternational policies.evaluate long term and short term cost in relationship to long and short-term benefits.identify different economic goals and the tradeoffs that must be made between economic and social goals.describe the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment andprice levels.explain the basic principles of the U.S. free enterprise system (e.g., opportunity costs, scarcity, profit motive, voluntary exchange,private property rights, and competition).explain the characteristics, advantages and disadvantages of sole proprietorships, partnerships and corporations.describe characteristics and give examples of pure competition, monopolistic competition and oligopolistic competition.analyze the factors involved in the process of acquiring consumer goods and services including credit, interest and insurance.114

GEOGRAPHY (ELECTIVE)The power and beauty of geography allows all students to see, understand, and appreciate the web of relationships between people,places, and environments. Geography provides knowledge of Earth’s physical and human systems and of the interdependency of livingthings and physical environments. This geography course is based on the six essential elements of geography and stresses thecontemporary world and the role of the U.S. in the global community. Students will use geographic perspectives and technology tointerpret culture, environment and the connection between them. Students will use the geographic skills of asking geographicquestions, acquiring geographic information, organizing geographic information, analyzing geographic information and answeringgeographic questions.** It is recommended that this class be taught as a one-semester class.Grade 12Standard: 4SS.G.S.04ObjectivesSS.G.O.12.04.01SS.G.O.12.04.02SS.G.O.12.04.03SS.G.O.12.04.04SS.G.O.12.04.05SS.G.O.12.04.06SS.G.O.12.04.07SS.G.O.12.04.08SS.G.O.12.04.09SS.G.O.12.04.10Social StudiesGeography ElectiveStudents willinterpret, use and construct maps, globes and other geographic tools to locate and derive information about personal directions,people, places and environments (The World in Spatial Terms).describe the physical and human characteristics of place and explain how the lives of people are rooted in places and regions(Places and Regions).describe and explain the physical processes that shape the earth’s surface and create, sustain and modify the cultural and naturalenvironment (Physical Systems).identify, explain and analyze 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).explain geographic perspective and the tools and techniques available for geographic study (Uses of Geography).Students willacquire geographic information and classify it using the six essential elements of geography: the world in spatial terms, places andregions, physical systems, human systems, environment and society, and uses of geography.use maps, charts and graphs to analyze the world, to account for consequences of human/environment interaction, and to depict thegeographic implications of world events.explain components of the Earth’s physical systems and the interrelationships between them, and describe the ways in whichEarth’s physical processes are dynamic and interactive.explain how physical and human processes shape places and regions.identify human and physical changes in places and regions, and explain the factors that contribute to those changes.analyze and explain the interdependence and linkages between places and regions.identify the world’s physical and cultural regions, the criteria used to define them, the political and historical characteristics of theregions, and analyze the interdependence of regions in regard to trade, services, migration, and cultural values.analyze populations with regard to life expectancy, infant mortality rates, population pyramids, migration, birth rates and death rates.evaluate the impact of human migration on physical and human systems (e.g., demand for housing, schools, water supply, sewersystems, welfare systems, political systems and food production).analyze growth, decline, and development of cities over time.115

SS.G.O.12.04.11SS.G.O.12.04.12SS.G.O.12.04.13SS.G.O.12.04.14SS.G.O.12.04.15SS.G.O.12.04.16SS.G.O.12.04.17SS.G.O.12.04.18SS.G.O.12.04.19SS.G.O.12.04.20SS.G.O.12.04.21SS.G.O.12.04.22explain the impact of the global economic community from the standpoint of power, cooperation and conflict, and discuss theimportant of control of Earth’s surface and resources.discuss global geographical situations (economic, social, and political) and their implications (e.g., global warming, endangeredspecies, terrorism, air pollution, habitat destruction, floods, resource distribution).analyze the role of physical and human geographic factors on economic patterns.explain world patterns of resource distribution and sustainability of these resources.discuss societal impacts on the environment and the affects of environment on societies.analyze on-going convergence and divergence of regional cultures in a global society (e.g., getting stronger, maintaining, or gettingweaker).analyze the influence of geographical features on the evolution of significant historic events and movements.analyze the impact of technology on environments and societies over time and space.analyze connections between physical geography and isolation from the world community, which result in culture and geo-politicalinstability (e.g., Afghanistan, Philippines, Somalia and the former Yugoslavia).identify causes and draw conclusions about landless cultures (e.g., Kurds, Basques, Palestinians, Jews, Northern Irish) and theirdesires for an independent homeland.acquire and organize geographic information (e.g., by reading and writing, using the Internet, studying maps, graphs, timelines,spreadsheets, climographs and cartograms).organize and analyze geographic information to answer geographic questions.116