What's New: Social Studies Worksheets and Study Guides

American Symbols & HolidaysMemorial Day
Past or Present First Grade Social Studies
Past or Present First Grade Social Studies
Famous Americans Third Grade Social Studies
Roles of the Citizens Third Grade Social Studies
Past or Present First Grade Social Studies
Past or Present First Grade Social Studies

West Virginia Standards for Fourth Grade Social Studies

African American HistoryWorksheets: 4Study Guides: 1ImmigrationWorksheets: 4Study Guides: 1Local GovernmentWorksheets: 3Study Guides: 1Map SkillsWorksheets: 3Study Guides: 1Review Grades 1-4Worksheets: 3State GovernmentWorksheets: 3Study Guides: 1States & Capitals IWorksheets: 4Study Guides: 1States & Capitals IIWorksheets: 4Study Guides: 1Tall TalesWorksheets: 3Study Guides: 1


SS.4.C.1. Students will identify, explain and critique commonly held American democratic values, principles and beliefs (e.g., diversity, family values, community service, justice, liberty, etc.) through established documents (e.g., Declaration of Independence, Constitution, Bill of Rights, etc.).

SS.4.C.2. Students will compare and contrast the powers of each branch of government and identify the responsibilities and rights of United States citizens.

SS.4.C.4. Students will demonstrate patriotism by creating and implementing school/community service projects (e.g., litter cleanup, fundraisers for community groups, participation in community holiday parades, celebrations, services, etc.).


SS.4.E.1. Students will investigate and recognize people as consumers and as producers of goods, and the effects of competition and supply-demand on prices through projects (e.g., developing budgets or products in simulated situations, etc.).


SS.4.G.1. Students will describe and locate examples of the major physical features of the United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, Global Information System, etc.).

SS.4.G.2. Students will document the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water, etc.) on the following:

SS.4.G.2.a. Transportation routes
SS.4.G.2.c. Culture (e.g., jobs, food, clothing, shelter, religion, government, etc.)

SS.4.G.3. Students will compare and contrast the physical, economic and political changes to America caused by geographic conditions and human intervention (e.g., bridges, canals, state boundaries, transportation, etc.).


SS.4.H.CL1. Demonstrate an understanding of the various influencing factors upon the founding of the original colonies (e.g., economic, political, cultural, etc.).

SS.4.H.CL1.1. Students will analyze the southern, middle and northern colonies (e.g., origins, early government, resources, religious and cultural diversity, etc.).
SS.4.H.CL1.2. Students will compare and contrast community life, family roles and social classes in colonial America (e.g., indentured servants, slaves, colonists, etc.).
SS.4.H.CL1.3. Students will compare and contrast backgrounds, motivations and occupational skills between English, French and Spanish settlers (e.g., economics, culture, trade, new agricultural products, etc.).

SS.4.H.CL2. Demonstrate an understanding of the conflict between the American colonies and England that led to the Revolutionary War.

SS.4.H.CL2.1. merican colonists’ early resistance, etc.).
SS.4.H.CL2.2. Students will explain the major ideas reflected in the Declaration of Independence.
SS.4.H.CL2.3. Students will summarize the roles of the principal American, British and European leaders involved in the conflict (e.g., King George III, Ben Franklin, George Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and Marquis de Lafayette, etc.).
SS.4.H.CL2.4. Students will explain the contributions of the Native Americans, French and the Dutch during the Revolutionary War, and list the contributions of women and African Americans during and after the American Revolution.

SS.4.H.CL3. Trace the beginnings of America as a nation and the establishment of the new government.

SS.4.H.CL3.1. Students will compare and contrast the various forms of government in effect from 1774-1854 (e.g., Continental Congress, Articles of Confederation, U.S. Constitution, Bill of Rights, etc.).
SS.4.H.CL3.2. Students will research the contributions of early American historic figures (e.g., George Washington, John Adams, Abigail Adams, Thomas Jefferson, Alexander Hamilton, Andrew Jackson, James Madison, Dolly Madison, etc.).
SS.4.H.CL3.3. Students will explain the political, social and economic challenges faced by the new nation (e.g., development of political parties, expansion of slavery, taxation, etc.).

SS.4.H.CL4. Demonstrate an understanding of the causes and effects of Westward Expansion.

SS.4.H.CL4.1. Students will investigate the economic, political and cultural factors involved in the Westward Expansion (e.g., Land Ordinance of 1785, Northwest Ordinance of 1787, Indian Removal Act, Trail of Tears, Manifest Destiny, resources, trade, etc.).
SS.4.H.CL4.2. Students will analyze the people and events that facilitated Westward Expansion (e.g., Daniel Boone, Louisiana Purchase, Lewis and Clark, Northwest Territory, Alamo, Gold Rush, etc.).
SS.4.H.CL4.3. Students will trace transportation innovations and explain their impact on Westward Expansion (e.g., bridges, canals, steamboats, railroads, steam engines, clipper ships, flat boats, roads, dams, locks, ports, harbors, etc.).