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1998 Virginia Standards and Monarchs in the Classroom
Curriculum Activities Cross-Index: History

NOTE: The only correlations between the History/Social Science SOL’s for grades 3 - 6 and the Monarch Curriculum are the three that follow. There are two from the grade 3 and one from the grade 4 standards.

Grades 3-4

This document contains a cross listing of Monarchs in the Classroom curriculum guides activities to the Virginia State Education Standards in History for Grades 3-4. This document was developed with the help of Pat Miller of Ferrum, VA. The purpose of this document is to help teachers identify specific content areas that are addressed by Monarchs in the Classroom activities. Activities that address all or some aspects of the content standard are listed. Activities do not necessarily cover the entire standard.

Monarchs in the Classroom lessons are listed next to Standards that they address. Sections for the lessons are abbreviated as follows: Life Cycle (LC), Migration (MG), Ecology (EC), Systematics (SY), Experiments (EX), and Conservation (CS).

To see the official Virginia history education standards go here.

Grade 3

MITC Activities
3.5: The student will distinguish between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western hemispheres and the locations of the ancient civilizations, European nations, and American colonies which the student is studying. MG: 2
3.6: The student will use maps, tables, graphs, and charts to classify regions with common characteristics, such as deserts. MG: 2
Grade 4  
4.2: The student will use the concepts of absolute location (e.g., using grid systems) and relative location (e.g., direction, reference to neighboring states, and water features) to
  • locate and identify on maps and globes his/her local city or county, Virginia, the other original states, the United States, Western Europe, and West Africa;
  • explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, and industries and the general patterns of economic growth in Virginia;
  • illustrate how communities in Virginia differ in physical features, such as land use, population density, architecture, services, and transportation; and
  • construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of Virginia (Tidewater, Piedmont, Ridge and Valley, Allegheny Plateau), and the U.S. (Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, Coastal Range).
    •
MG: 2

 

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ã1999 Monarchs in the Classroom  - University of Minnesota
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