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Sermon--An Expected End

 

Genesis 45:3-15

And Joseph said unto his brethren, Come near, I pray you, unto me. And they came near. And he said, I am Joseph, your brother, whom ye sold into Egypt. Now therefore be not grieved, nor angry with yourselves, that ye sold me hither: for God sent me before you to preserve life. For these two years hath the famine been in the land: and yet there are five years, in the which there shall neither be plowing nor reaping. And God sent me before you to preserve you a posterity in the earth, and to save your lives by a great deliverance. So now it was not you that sent me hither, but God: and he hath made me a father to Pharaoh, and lord of all his house, and ruler throughout all the land of Egypt.  

Colossians 1:16 ("For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him.") 

 
Habakkuk 2:3 - "For the vision is yet for an appointed time, but at the end it shall speak, and not lie: though it tarry, wait for it, because it will surely come, and will not tarry."  


Jeremiah 29:11 - "For I know the thoughts that I think toward you, saith the LORD, thoughts of peace, and not of evil, to give you an
expected end."  

Ephesians 1:11 - "In whom we have also obtained an inheritance, being predestinated according to his purpose, who worketh all things after the counsel of his will."


Colossians 1:16 - "For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him."  

The Meaning of "Expected End"


 


West Virginia Indian History

 


West Virginia Indian History Review

Short Answer Quiz

Instructions: Answer the following questions in 2-3 sentences.

  1. Describe the typical religious beliefs of West Virginia Indians.
  2. How did the social structure of West Virginia Indian tribes contribute to their strong sense of community?
  3. What were the primary food sources for West Virginia Indians?
  4. Explain how the geography of West Virginia influenced the hunting and fishing techniques of its native people.
  5. How did West Virginia Indians utilize natural resources in constructing their homes?
  6. What factors led to the decline of the Mound Builder civilization in West Virginia?
  7. What role did trade play in the lives of West Virginia Indians before European contact?
  8. Which two major European powers first came into significant conflict with West Virginia Indians, and what were the primary causes of this conflict?
  9. What event ultimately led to the forced migration of most Native Americans from West Virginia?
  10. What is the significance of the Shawnee tribe in West Virginia's history?

Short Answer Quiz: Answer Key

  1. Answer: West Virginia Indians were deeply religious, worshipping a god known as the 'Great One'. They believed this god was pleased by good deeds and angered by wrongdoing. This belief system was reflected in their emphasis on living in harmony with nature and each other.
  2. Answer: West Virginia Indian tribes were typically small and close-knit, with a chief who held authority but valued the opinions of the tribe. This structure fostered a strong sense of community and cooperation, as everyone relied on each other for survival.
  3. Answer: West Virginia Indians were skilled hunters and gatherers. Their diet consisted of meat from animals like deer, elk, and buffalo, as well as fish from the region's rivers. They also supplemented their diet with foraged nuts, berries, and crops like corn.
  4. Answer: The dense forests and plentiful rivers of West Virginia shaped the Indians' hunting and fishing techniques. They used bows and arrows for hunting in the woods and developed clever traps for capturing animals. Fishing was primarily done in rivers, using techniques adapted to the local waterways.
  5. Answer: West Virginia Indians were resourceful in using natural materials for their homes. They built sturdy lean-tos and wigwams using readily available resources like trees and bark. Branches and smaller trees formed the framework, while bark served as siding.
  6. Answer: The decline of the Mound Builder civilization in West Virginia remains a mystery. However, theories suggest that factors like migration, disease, and conflict with other tribes may have contributed to their disappearance.
  7. Answer: Trade was essential for West Virginia Indians, facilitating the exchange of goods and fostering relationships with other tribes. They traded valuable items like furs and skins for tools, weapons, and decorative items.
  8. Answer: The French and British were the first major European powers to come into conflict with West Virginia Indians, primarily over control of the fur trade and territorial expansion. This rivalry ultimately fueled conflicts like the French and Indian War.
  9. Answer: The American Revolution marked a turning point, leading to the forced migration of many Native Americans from West Virginia. As European settlers expanded westward, pressure for land intensified, resulting in displacement and conflict.
  10. Answer: The Shawnee tribe, known for their warrior culture and resistance to colonial expansion, played a pivotal role in shaping West Virginia's history. Their presence and resistance left a lasting legacy on the region's cultural landscape.

Essay Questions:

  1. Compare and contrast the lifestyles of the Mound Builders and the later West Virginia Indian tribes. What evidence do we have about their respective cultures, and what conclusions can we draw from their artifacts and structures?
  2. Discuss the impact of European arrival on the Native American tribes in West Virginia. How did their lives change, and what were the most significant consequences of these interactions?
  3. Analyze the importance of the natural environment to the culture and survival of West Virginia Indians. How did they adapt to their surroundings, and what resources did they rely on most heavily?
  4. The Shawnee tribe is often described as the "Arabs of the New World." Do you think this is an accurate comparison? Why or why not?
  5. Imagine you are a West Virginia Indian chief in the early 1700s. Write a speech to your tribe addressing the arrival of European settlers. What message do you want to convey, and what future do you envision for your people?

Glossary of Key Terms:

  • Mound Builders: A prehistoric Native American culture that flourished in North America, known for constructing large earthen mounds for burial, ceremonial, and residential purposes.
  • Wigwam: A dome-shaped dwelling used by some Native American tribes, typically constructed with a framework of poles covered with bark, mats, or hides.
  • Lean-to: A simple shelter, often with a single sloping roof, typically open on one side and used by Native Americans for temporary or seasonal housing.
  • Great One: The central deity worshipped by many West Virginia Indian tribes.
  • Tribe: A social group comprising a number of families, clans, or generations, sharing common customs, a language, and often a territory.
  • Chief: The leader of a tribe, often holding a hereditary position or elected based on wisdom, bravery, or other respected qualities.
  • Fur Trade: The historical exchange of animal furs, primarily beaver pelts, between Native Americans and European colonists. A significant economic activity that fueled exploration and conflict.
  • French and Indian War: A conflict (1754-1763) between Britain and France and their respective Native American allies over control of North America, including the Ohio Valley region.
  • American Revolution: The war (1775-1783) fought between the American colonies and Great Britain, resulting in the colonies' independence and significantly impacting Native American tribes and their alliances.
  • Shawnee: A powerful Native American tribe originally from the Ohio Valley region, known for their resistance to colonial expansion and their involvement in numerous conflicts, including the French and Indian War and the American Revolution.

 
 

Caves in Pocahontas County

 
 Unique Cave Features in Pocahontas County

The sources provide descriptions of numerous caves in Pocahontas County, West Virginia, highlighting several unique features:

  • Large Entrances and Passages: Many caves in Pocahontas County are notable for their impressive size. For example, Bears' (Blue Hole) Cave boasts a "high, wide opening" measuring 40 feet wide and extending back 60 feet. Similarly, Overholt's Blowing Cave has a "large ledge of limestone" with an opening described as a "stream passage, 8 to 10 feet wide." These large entrances and passages contribute to the unique character of the caves in the region.

  • Water Features: Water plays a significant role in shaping the features of Pocahontas County caves. Many caves contain streams, waterfalls, and pools.

    • Swago Creek Cave, for instance, is described as having a "long, low water crawl" connecting with a "network of passages."
    • Mill Run Cave stands out for deriving its water source from the "Mills Poor Run."
    • Salman Hatchery Spring Cave boasts "a series of pools," culminating in a "lake with an average depth of 6 feet."
    • The Sinks of Gandy, a complex cave system, features a room "with several small domepits" that "fill and weather the ceiling" during wet periods. These diverse water features highlight the dynamic nature of cave formations and the role of water in shaping their unique characteristics.
  • Unusual Formations: The sources describe a variety of unusual formations found in Pocahontas County caves:

    • Overholt's Blowing Cave is notable for its "rimstone pools" and "stalagmites."
    • Pine Tree Cave contains "peculiar small pockets in the ceiling 1/4 to 1/2 inch in diameter."
    • Dry Creek Cave features a "large breakdown room" with walls composed of "huge blocks."
  • Geological Significance: Many of the caves are noted for their geological formations and features.

    • Poor Farm Cave is described as a "vertical shaft 65 feet deep."
    • Raspberry Cave is identified as a "small, high, dry cave 10 feet high" located within a "cliff 40 feet high." These descriptions provide insights into the geological processes that have shaped the caves over time.

The sources highlight the unique features of Pocahontas County caves, emphasizing their impressive size, diverse water features, unusual formations, and geological significance. These elements contribute to making these caves fascinating subjects of exploration and study.

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Cave System FAQ

What is the typical size of a cave passage?

Passage sizes in caves vary considerably. Some passages are small and require crawling, while others are large enough to walk through comfortably. For example, the main passage of Cave Mountain Cave is 10 to 20 feet wide, while the passage in Mill Run Cave is only 3 to 6 feet wide.

What is the Greenbrier Series?

The Greenbrier Series refers to a group of caves located in the Greenbrier River Valley in West Virginia. These caves are known for their impressive size and intricate passageways.

What are the common geological formations found in caves?

Caves often feature a variety of fascinating geological formations. Stalagmites and stalactites are common, formed by the slow dripping of mineral-rich water. Other formations include flowstone, rimstone pools, cave coral, and gypsum crystals.

How are cave passages measured?

Cave passage dimensions are typically described by their width, height, and length. These measurements are useful for understanding the scale of the cave and the potential challenges of exploration.

What is a breakdown room in a cave?

A breakdown room is a large chamber in a cave formed by the collapse of the ceiling or walls. These rooms can be quite impressive in size and are often filled with boulders and other debris.

How are cave entrances typically formed?

Cave entrances are often created by the dissolving of limestone by acidic water. This process can create openings ranging from small crawlways to large vertical shafts.

What is the significance of water flow in cave development?

Water plays a crucial role in cave formation. The flow of water through cracks and fissures in limestone gradually dissolves the rock, creating passages and chambers over time.

What are some unique features found in the caves of Pocahontas County?

Pocahontas County caves are known for their diverse geological formations, including breakdown rooms, stream passages, and vertical shafts. Some caves in the region feature extensive networks of passageways, while others are smaller and less developed.

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The Greenbrier Ghost

 


FAQ: The Greenbrier Ghost

1. Who was the Greenbrier Ghost and what was her story?

The Greenbrier Ghost was the spirit of Zona Heaster Shue, a young woman who died mysteriously in Greenbrier County, West Virginia, in 1896. Her mother, Mary Jane Heaster, firmly believed that Zona had been murdered by her husband, Edward Shue. According to Mary Jane, Zona's ghost appeared to her and described how Edward had broken her neck, leading to her death.

2. Why did Mary Jane Heaster suspect Edward Shue of murder?

While Zona's death was initially attributed to natural causes, Mary Jane Heaster found several things suspicious. The details surrounding Zona's death were unclear, and Edward Shue acted strangely following her passing. Mary Jane always believed Edward was responsible for her daughter's death.

3. What role did the ghost play in the trial of Edward Shue?

Though not admissible in court, Zona's alleged ghostly visits and revelations to her mother sparked significant public interest and fueled suspicion towards Edward Shue. This eventually led to an investigation, exhumation of Zona's body, and ultimately the trial.

4. What was the outcome of Edward Shue's trial?

Edward Shue was convicted of murdering his wife, Zona Heaster Shue. While the ghostly visitations were not presented as evidence, the testimony of the doctor who performed the autopsy, revealing a broken neck, was crucial to the conviction.

5. Was Edward Shue's conviction solely based on the ghostly apparitions?

No. While the ghost story is what makes this case famous, Edward's conviction was ultimately based on medical evidence. An autopsy revealed that Zona's neck was broken, confirming the ghost's account and pointing to murder rather than natural causes.

6. Did anyone else see the Greenbrier Ghost?

The sources primarily focus on Mary Jane Heaster's account of seeing and speaking with Zona's ghost. There is no mention of other individuals witnessing the apparition. However, the story spread rapidly, capturing the attention and unsettling many people in the community.

7. What was the public reaction to the Greenbrier Ghost story?

The Greenbrier Ghost story quickly became a local sensation and remains a well-known tale in West Virginia folklore. While some remained skeptical, many people believed Mary Jane Heaster's account and felt it played a vital role in bringing justice for Zona's murder.

8. Why is the Greenbrier Ghost story still relevant today?

The Greenbrier Ghost story continues to fascinate people due to its unique blend of the supernatural, crime, and justice. It serves as a reminder of the power of belief and the enduring human interest in the unexplained. Additionally, it holds a significant place in legal history as one of the few cases where testimony influenced by a ghostly visitation indirectly led to a murder conviction.

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Challenging Conventional Evidence: The Greenbrier Ghost Case

The Greenbrier Ghost case challenged conventional notions of evidence and proof by elevating the testimony of the victim's mother, who claimed her daughter's ghost revealed the true killer, as a key factor in pursuing the case. This spectral testimony, relayed through a series of dreams and visions, contended that the husband, Edward S. Shue, was responsible for the death, despite the initial ruling of heart failure by the local doctor.

Here's how the case challenged conventional norms:

  • Spectral Evidence vs. Physical Proof: The case relied heavily on the subjective experiences of the victim's mother, Mrs. Heaster, who claimed to have interacted with her deceased daughter's spirit. These ghostly visits revealed details about the murder and pointed to Shue as the perpetrator. This reliance on "spectral evidence" directly contrasted with the prevailing legal standards of the time, which demanded tangible, physical evidence to secure a conviction.

  • Shifting Public Opinion: Despite the lack of physical evidence connecting Shue to the crime, the ghostly testimony of the victim resonated strongly with the community, leading many to believe in his guilt. This public sentiment, fueled by the unconventional nature of the spectral evidence, likely pressured authorities to take Mrs. Heaster's claims seriously and pursue a deeper investigation.

  • Circumstantial Evidence and the Autopsy: While the ghostly apparitions motivated the investigation, the case against Shue ultimately hinged on circumstantial evidence uncovered through an autopsy. The autopsy contradicted the initial assessment of heart failure, revealing the victim's neck had been dislocated. This crucial detail, coupled with Shue's questionable behavior following his wife's death, strengthened the case against him despite the lack of direct, physical proof.

The Greenbrier Ghost case demonstrates how compelling narratives, even those rooted in supernatural phenomena, can influence public perception and even legal proceedings. It underscores the power of storytelling in shaping beliefs and driving action, even in the face of conventional evidentiary standards.

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Details about Edward Shue's Life

The sources provide some glimpses into Edward S. Shue's life around the time of his marriage to Zona Heaster in 1896.

  • Physical Appearance and Strength: Shue was described as a man of "great strength," with a "striking feature" in the way he pounded horseshoes on the anvil at the blacksmith shop.
  • Occupation and Residence: Shue worked as a blacksmith and had recently moved to Greenbrier County from Pocahontas County in 1896. He found employment at the blacksmith shop of James Crookshanks.
  • Prior Marriages: Before marrying Zona Heaster, Shue had been married twice before. Both of his previous wives died, though the cause of their deaths is not described.
  • Happy Marriage (Initially): Shue's marriage to Zona, described as a "happy match," seemed harmonious at first. Zona was known for her housekeeping skills, particularly her baking.
  • Questionable Behavior After Zona's Death: The sources describe Shue's behavior following Zona's death as suspicious, although they do not go into detail about what he did specifically. During the investigation and trial, the prosecution emphasized Shue's lack of emotional response to his wife's death as an indication of guilt.

It's important to note that most of the information about Shue presented in the sources is framed through the lens of the accusations against him. This makes it difficult to discern objective details about his personality or life from the narrative presented, which ultimately centers on the mysterious death of his wife and the subsequent trial.

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Factors Contributing to the Fame of the Greenbrier Ghost Case

The Greenbrier Ghost case garnered significant notoriety due to a convergence of factors, including the sensational nature of the alleged ghostly intervention, the challenging of traditional legal norms, and the case's resonance with broader cultural beliefs and anxieties:

  • The Supernatural Element: The central claim of the case, where Zona Heaster's spirit revealed Edward Shue's guilt to her mother through dreams and apparitions, immediately captivated the public's imagination. This supernatural element, widely publicized through newspaper accounts like the ones provided, tapped into prevailing beliefs in ghosts and the afterlife, making the case a captivating topic of discussion and debate. The ghostly aspect elevated the story beyond a typical murder mystery, ensuring its place in local folklore and beyond.

  • Challenging Legal Norms: The Greenbrier Ghost case transcended traditional legal boundaries by presenting spectral testimony as a crucial element in pursuing justice. While no physical evidence directly linked Shue to the crime, the court of public opinion, heavily influenced by Mrs. Heaster's compelling testimony and the later autopsy findings, deemed the spectral evidence credible enough to warrant a conviction. This blurring of the lines between supernatural claims and legal proceedings challenged conventional notions of proof and evidence.

  • Cultural Context: The case unfolded during a period when spiritualism, a movement focused on communication with the dead, held a prominent place in American society. The public was increasingly receptive to stories of ghostly encounters and supernatural phenomena, making the Greenbrier Ghost case resonate deeply with the cultural anxieties and beliefs of the time.

  • Enduring Legacy: Even decades after the trial, the Greenbrier Ghost case continued to be revisited and reinterpreted. Newspaper clippings from the 1930s, like the recounting of Anderson Jones' death in and, demonstrate the long-lasting impact of the case on local memory and its continued relevance in shaping narratives about justice, guilt, and the supernatural. The case inspired numerous books, documentaries, and even a local festival, solidifying its status as a landmark event in American legal history and folklore.

In essence, the Greenbrier Ghost case's fame stems from its unique blend of murder mystery, ghostly intervention, and the challenging of legal norms. This potent combination, amplified by a receptive cultural context and a legacy that continues to intrigue, ensured its lasting place in American folklore and legal history.

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Dr. Knapp's Role in the Greenbrier Ghost Case

Dr. Knapp played a significant, albeit unwitting, role in the Greenbrier Ghost case. While his initial assessment of Zona Heaster Shue's death as heart failure seemed to close the case, it was his later testimony and involvement in the exhumation and autopsy that helped expose inconsistencies and ultimately contributed to the arrest and conviction of Edward Shue.

  • Initial Assessment and Treatment: Dr. Knapp was the primary physician who attended to Zona Heaster Shue during her illness and following her death. The sources note that he was a "pioneer doctor in the community" who "administered to her sickness". It appears he was well-regarded in the community. Importantly, Dr. Knapp concluded that the cause of death was heart failure. At the time, Shue seemed distraught, holding his wife's head in his hands and crying. There is no mention in the sources that Dr. Knapp found this behavior unusual or suspicious.

  • Laying Out the Body: Shue dressed Zona's body for burial, a detail that later aroused suspicion. He put a stiff collar around her neck and a veil over her face, which struck the doctor as strange. It was unusual for someone to dress the deceased in such a manner, especially considering the purported grief Shue displayed earlier.

  • Autopsy and Testimony: Following Mrs. Heaster's insistence that her daughter had been murdered, the authorities ordered an exhumation and autopsy. Dr. Knapp was directly involved in this process, examining the body alongside other medical experts. The examination revealed that Zona's neck had been dislocated, directly contradicting Dr. Knapp's initial assessment of heart failure. This crucial finding provided physical evidence to support Mrs. Heaster's claims and cast serious doubt on Shue's innocence. The sources do not indicate whether Dr. Knapp changed his initial assessment of the cause of death, but his observations about Shue's unusual behavior during the initial examination and the autopsy results ultimately strengthened the case against Shue.

  • Post-Autopsy Developments: Dr. Knapp's role continued even after the autopsy. He accompanied Prosecutor John Preston to inform Shue about the autopsy findings and to witness Shue's reaction. During this encounter, Shue reportedly maintained his innocence, denying any involvement in his wife's death.

Dr. Knapp's involvement in the Greenbrier Ghost case highlights how a medical professional's role can extend beyond simply treating patients; their observations and expert testimony can become critical pieces of evidence in legal proceedings. In this case, Dr. Knapp's initial assessment, though later contradicted by the autopsy, was likely made in good faith based on the information available at the time. However, his subsequent actions and observations proved invaluable in uncovering the truth behind Zona Heaster Shue's death.

1961 Pocahontas County

 


These primary source documents, a series of local newspapers from Pocahontas County, West Virginia, in 1961, offer a multifaceted view of the everyday lives, social norms, and economic realities of the people who lived there. They provide a glimpse into a rural community on the cusp of change, revealing both enduring traditions and emerging trends of the time.

Here are some key insights gleaned from the sources:

  • Economic Realities: The newspapers are replete with advertisements for goods and services, offering a window into the economic landscape of the time. The prices listed, while significantly lower than today's standards, provide a baseline for understanding the cost of living in 1961. For instance, groceries at the Marlinton Produce Market were advertised at prices like 10 cents per pound for bananas and 5 cents per grapefruit. This suggests a focus on affordability and likely reflects the agricultural base of the community. Similarly, the availability of used cars, with prices varying by make, model, and year, offers insights into consumer habits and transportation options. The presence of advertisements for prefabricated homes, starting at $1478.02, indicates a potential for growth and development in the area.

  • Social Norms and Community Life: The newspapers' social columns and local news sections provide a window into the social fabric of Pocahontas County. Announcements of weddings, births, and deaths highlight significant life events within the community. Church news and community events, such as bake sales and school functions, point to the importance of social gatherings and shared experiences.

  • Consumption Patterns: The advertisements, ranging from clothing sales at "The H.P. Stores" to appliances from C.J. Richardson, shed light on the consumption patterns of the time. The emphasis on value, durability, and practicality in many advertisements likely reflects the economic realities of a rural community.

  • Technological Advancements: Advertisements for modern conveniences, such as electric cooking ranges, automatic washers, clothes dryers, and prefabricated homes, illustrate the gradual infiltration of technology into everyday life. These advertisements highlight the changing domestic landscape and the aspiration for a more modern lifestyle.

  • Rural Identity: The dominance of agricultural themes, from produce market advertisements to articles on farming practices, underscores the importance of agriculture to the local economy and identity. This focus on rural life is further emphasized by advertisements for products like tractors and farming equipment.

In conclusion, these local newspapers, by capturing the minutiae of everyday life in 1961 Pocahontas County, provide valuable insights into the social, economic, and cultural landscape of the time. They reveal a community rooted in tradition, grappling with economic realities, and slowly embracing the winds of change sweeping through the nation.

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Strategies for Attracting Customers in 1961 Pocahontas County

The local businesses advertising in the 1961 Pocahontas County newspapers employed several key strategies to attract customers and solidify their position in the market. These strategies, evident in their advertising techniques and messaging, provide a glimpse into the competitive landscape and consumer behaviors of the time.

1. Price-Focused Appeals:

  • Sales and Discounts: Many businesses, particularly clothing and department stores like "The H.P. Stores", heavily promoted sales events. These sales often featured deeply discounted prices, enticing customers with the promise of bargains. This strategy is apparent in the frequent use of terms like "SALE," "Clearance," "Reduced," and "Bargains" in their advertisements. For example, "The H.P. Stores" advertised a "GIGANTIC JANUARY SALE-OF-SALES!" with specific price reductions on various clothing items. This emphasis on price suggests a target audience conscious of their spending and looking for value.

  • Emphasis on Affordability: Businesses like the Marlinton Produce Market highlighted the affordability of their products by listing individual prices, often using fractions to emphasize lower prices (e.g., 2 pounds of onions for 15¢). This strategy likely aimed to attract budget-conscious shoppers by positioning the market as a provider of everyday essentials at competitive prices.

2. Highlighting Value and Quality:

  • Durability and Longevity: Advertisements for durable goods, such as appliances and automobiles, frequently emphasized longevity and dependability. For example, the advertisements for Plymouth cars at Bledsoe Motor Company emphasized the "solid build" of their vehicles, suggesting they offer lasting value. This strategy appealed to consumers looking for products that would stand the test of time, reflecting a value for quality and practicality.

  • Brand Recognition: Some businesses relied on established brand names to instill customer confidence. This is evident in advertisements for nationally recognized brands like Ford automobiles and Chevrolet trucks. By aligning themselves with reputable brands, these businesses sought to capitalize on existing consumer trust and loyalty.

3. Appealing to Evolving Needs and Desires:

  • Modern Conveniences: Advertisements for modern conveniences, such as electric cooking ranges, automatic washers and dryers, and prefabricated homes, tapped into the growing desire for a more modern lifestyle. These products represented progress and convenience, appealing to consumers seeking to simplify their lives and embrace new technologies.

  • Style and Fashion: Clothing stores like "Lang's Dress Shop" and "The H.P. Stores" advertised a range of clothing items, from workwear to more fashionable pieces. This suggests an attempt to cater to diverse tastes and styles, recognizing that consumers in 1961, even in a rural community, had evolving fashion preferences.

4. Building Community Connections:

  • Local Ownership and Service: Some businesses, like Union Motor Sales and Sites Chevrolet, emphasized their local ownership and commitment to customer service. Union Motor Sales used the tagline "Where A Good Deal Is A Guarantee", while Sites Chevrolet highlighted their 20th Anniversary and dedication to customer satisfaction. This strategy aimed to foster a sense of trust and loyalty within the community.

  • Community Engagement: Businesses often participated in community events and advertised in local publications, demonstrating their investment in the area. This approach likely aimed to cultivate a positive image and build goodwill within the community.

In conclusion, businesses in 1961 Pocahontas County employed a combination of strategies to attract customers. By appealing to price-conscious consumers, emphasizing value and quality, acknowledging evolving needs and desires, and fostering community connections, these businesses aimed to carve out their niche and thrive in the local market.

Pocahontas Times Historical Newspaper Study Guide

 1800s newspaper

Pocahontas Times Historical Newspaper Study Guide

Short Answer Questions

  1. What was the purpose of the "Stony Bottom September 19, 1903" event advertised in the Pocahontas Times?
  2. What kind of business did J. O'Leary operate, and what special offer did they have in the Pocahontas Times?
  3. According to an advertisement, why should someone buy their shoes from Paul Golden?
  4. What kind of services did the Hinton Marble Works provide, as advertised in the Pocahontas Times?
  5. What was the "BIG 4 ROUTE," and where could you go using their services, according to their advertisement?
  6. What did the United States Leather Co. want, as advertised in the Pocahontas Times?
  7. Who was "Uncle Dick," and where could you find him in 1903?
  8. What writing style is used in the "Ranger's Story" articles printed in the Pocahontas Times?
  9. Name at least three types of businesses that placed ads in the Pocahontas Times.
  10. What can you determine about the time period of these newspapers based on the products and services advertised?

Short Answer Key

  1. The Stony Bottom event was a grand picnic welcoming everyone to celebrate with food, beverages, games, and prizes.
  2. J. O'Leary ran a livery, selling buggies and harnesses, and offered a valuable premium of a lady's side saddle to anyone who purchased a buggy, harness, and other goods amounting to $60 or more.
  3. Paul Golden claimed that he offered the lowest prices on shoes and stated that if you paid more for the same quality elsewhere, you were "paying for nothing but air."
  4. The Hinton Marble Works specialized in monuments, headstones, tablets, iron fencing, curbing, tiling, mantels, grates, and all kinds of cemetery work.
  5. The "BIG 4 ROUTE" was a railway connecting passenger routes Northwest and Southwest. Destinations included Chicago, St. Louis, Peoria, Indianapolis, Cincinnati, Louisville, Nashville, Columbus, Dayton, Sandusky, Benton Harbor, and all points North, South, East, and West.
  6. The United States Leather Co. wanted to purchase lumber, specifically oak and hemlock bark.
  7. "Uncle Dick" was the name of a popular Percheron Stallion, known for his breeding quality. He was kept by David Grogg, a breeder in Arbovale, West Virginia.
  8. The "Ranger's Story" articles were written in the style of serialized fiction, commonly found in newspapers of that era. They featured adventure, suspense, and often dramatic cliffhangers to keep readers engaged.
  9. The Pocahontas Times featured ads from a variety of businesses including general stores, livestock breeders, tailors, pharmacies, furniture stores, and marble works, among others.
  10. The advertisements indicate that the time period of these newspapers was likely in the late 19th or early 20th century. This is evidenced by products like buggies and harnesses, the focus on agricultural supplies, and the lack of modern technologies in the advertisements.

Essay Questions

  1. Analyze the content of the advertisements in the Pocahontas Times. What do these ads reveal about the economy, social values, and everyday life in this specific time and place?
  2. Examine the language and tone used in the "Stony Bottom September 19, 1903" advertisement. How do the organizers of this event appeal to potential attendees, and what does this suggest about community life in early 20th-century West Virginia?
  3. Compare and contrast the advertisements for Paul Golden's Bargain House and McClung & Co. in Academy. What are the key similarities and differences in their marketing strategies, and what might this tell us about consumer choices in this market?
  4. Imagine you are a historian studying these excerpts from the Pocahontas Times. What specific historical questions could you investigate using these newspapers as primary sources?
  5. The "Ranger's Story" exemplifies the serialized fiction popular in early 20th-century newspapers. Why do you think this type of storytelling resonated with readers of the time, and how might it have shaped their understanding of the world beyond their community?

Glossary of Key Terms

1. Percheron Stallion: A breed of draft horse known for its strength, intelligence, and willingness to work. Percherons originated in the Huisne river valley in western France. 2. Livery: A stable where horses and carriages are kept for hire or boarding. In this context, J. O'Leary's business involved selling and likely renting buggies and harnesses. 3. Premium Offer: A marketing tactic where a business offers an additional item or service as a bonus for purchasing a particular product or reaching a specific spending threshold. 4. Side Saddle: A type of riding saddle designed for women to sit with both legs on the same side of the horse, common in the past due to societal conventions. 5. Gaited Stallion: A horse bred for its smooth gaits, which are variations on a horse's walk, trot, and canter, prized for their comfort for the rider. 6. Iron Fencing and Curbing: Durable and decorative materials used for boundaries and borders in gardens, cemeteries, and other outdoor spaces. 7. BIG 4 ROUTE: A major railroad system in the Midwest and eastern United States during the late 19th and early 20th centuries. 8. Hemlock Bark: The bark of the hemlock tree, historically used in tanning leather due to its high tannin content. 9. Serialized Fiction: A format of storytelling where installments of a larger narrative are published in sequential parts, often with cliffhangers to keep the audience engaged. 10. Bargain House: A type of retail store, common in the past, that offered a wide range of goods at discounted prices. 11. Dry Goods: Textiles and other fabrics used for sewing, clothing, and household items, often sold in general stores. 12. Notions: Small items like buttons, thread, ribbons, and other sewing accessories, usually sold alongside dry goods. 13. Proprietary Medicine: Also known as patent medicine, these were commercially marketed pharmaceutical products, often with exaggerated claims of effectiveness, common before modern drug regulations.

Edray Church, built in 1863 by D. King

 log church. Image 2 of 4

Exploring the Significance of the Log Church
The sources provide a fascinating glimpse into the history and significance of log churches in Pocahontas County, West Virginia, highlighting their role as central hubs within the community.
●
Early Construction and Prevalence: The sources mention several log churches scattered throughout the county, often marking the earliest established places of worship in their respective areas. For instance, Hospital Run boasts the "first log church" constructed in the interior part of Pocahontas County, potentially dating back to the late 18th century (
). Another example is the Edray Church, built in 1863 by D. King, which serves as a testament to the continued use of log construction for religious buildings in the mid-19th century (
).
●
Community Focal Points: These log churches served as vital gathering spaces for early settlers, extending beyond their religious functions. They often acted as centers for social interaction, community events, and even temporary shelter during times of need (
). The construction of the first log church near Hospital Run, potentially serving as a makeshift hospital during or after the Revolutionary War, exemplifies this multifaceted role (
).
●
Shifting Landscapes and Construction Methods: As the communities in Pocahontas County grew and evolved, so did their places of worship. The sources describe how newer, larger churches, often built with different materials, began to replace the older log structures (
). This transition reflects the changing demographics, economic conditions, and architectural trends within the county over time.
●
A Lasting Legacy: Despite their eventual replacement, the memory and significance of these log churches persisted in local lore and historical accounts. They stand as tangible reminders of the ingenuity, resilience, and deep-seated religious faith that characterized the early settlers of Pocahontas County.
The sources emphasize the historical value of these log churches, underscoring their importance as physical representations of the county's pioneer past. While some of these structures may no longer exist, their legacy endures in the collective memory and identity of Pocahontas County.

Lesson Plan: Grade 3 - MA.3.2.4 (Number Patterns in Algebra)

 algebra patterns. Image 3 of 4

Lesson Plan: Grade 3 - MA.3.2.4 (Number Patterns in Algebra)

Objective:

  • Students will be able to identify, describe, and extend numerical patterns involving addition and subtraction.

Materials:

  • Whiteboard or chart paper
  • Markers
  • Number line (optional)
  • Manipulatives (e.g., counters, blocks)

Procedure:

1. Introduction (5 minutes)

  • Begin by asking students to recall their understanding of patterns.
  • Use real-world examples to illustrate patterns (e.g., days of the week, patterns in nature).
  • Introduce the concept of number patterns and explain that they are sequences of numbers that follow a specific rule.

2. Exploring Number Patterns (15 minutes)

  • Present students with a simple numerical pattern (e.g., 2, 4, 6, 8...).
  • Ask students to identify the pattern and describe the rule (in this case, adding 2).
  • Guide students to extend the pattern by finding the next few numbers.
  • Introduce another pattern involving subtraction (e.g., 15, 13, 11, 9...).
  • Repeat the process of identifying, describing, and extending the pattern.

3. Hands-On Activity (15 minutes)

  • Provide students with manipulatives (e.g., counters, blocks) to create and explore patterns.
  • Assign groups or pairs to create their own number patterns and share them with the class.
  • Encourage students to use different operations (addition, subtraction) to create their patterns.

4. Problem-Solving (10 minutes)

  • Present students with word problems involving number patterns.
  • Guide students through the problem-solving process by:
    • Identifying the pattern in the problem.
    • Describing the rule.
    • Extending the pattern to find the solution.

5. Closure (5 minutes)

  • Review the key concepts of number patterns, including identification, description, and extension.
  • Ask students to share one thing they learned about number patterns during the lesson.

Assessment:

  • Observe students' participation in class discussions and activities.
  • Assess students' ability to identify, describe, and extend number patterns in their work.
  • Provide a short quiz or worksheet to assess understanding.

1000-Word Review and Explanation

Number Patterns in Algebra

Number patterns are sequences of numbers that follow a specific rule. In algebra, understanding number patterns is crucial for developing problem-solving skills and algebraic thinking. By identifying, describing, and extending patterns, students can discover underlying mathematical relationships and make predictions.

Types of Number Patterns

There are several types of number patterns, including:

  • Arithmetic Patterns: These patterns involve adding or subtracting the same number to each term. For example, the pattern 2, 4, 6, 8... is an arithmetic pattern with a common difference of 2.
  • Geometric Patterns: These patterns involve multiplying or dividing each term by the same number. For example, the pattern 1, 3, 9, 27... is a geometric pattern with a common ratio of 3.
  • Fibonacci Patterns: These patterns involve adding the previous two terms to find the next term. The Fibonacci sequence is a famous example, starting with 0 and 1, and then adding the previous two terms to find the next: 0, 1, 1, 2, 3, 5, 8, 13...

Identifying and Describing Patterns

To identify and describe a number pattern, students should ask themselves the following questions:

  • What is the relationship between the terms?
  • Is there a common difference or common ratio?
  • Can the pattern be expressed as a mathematical rule?

For example, in the pattern 3, 7, 11, 15..., the common difference is 4. This means that each term is 4 more than the previous term. The pattern can be expressed as the rule: Term = 3 + (n-1) * 4, where n is the term number.

Extending Patterns

Once a pattern has been identified and described, students can extend it to find additional terms. This involves applying the rule to find the next term in the sequence. For example, to find the next term in the pattern 3, 7, 11, 15..., we would apply the rule: Term = 3 + (n-1) * 4, where n = 5. This would give us: Term = 3 + (5-1) * 4 = 19.

Real-World Applications

Number patterns can be found in many real-world situations. For example, they can be used to predict future events, analyze data, and solve problems. Understanding number patterns can also help students develop their algebraic thinking skills, which are essential for success in higher-level mathematics.

CSOs

 

ble

System Instructions

file thumbnail
Abridged.pdf
4,260 tokens

This is a table of standards, grades, and objectives for a curriculum. The standards are organized by subject area and grade level. The objectives are short descriptions of what students should be able to do by the end of the course.

For example, the first row of the table shows that students in grade 3 should be able to add numbers involving money. This is a standard under the subject area of "Number and Operations" The "STAVG2" column indicates the difficulty level of the standard, with higher numbers indicating more challenging objectives.

list symmetry

Here are the standards from the table that relate to symmetry:

  • MA.3.3.4: Identify Symmetry (Geometry)

This standard focuses on students being able to recognize and identify symmetrical shapes and objects.

explain symmetry

explain symmetry

Symmetry is a fundamental concept in geometry and art, describing a balanced and harmonious arrangement of parts. Here's a breakdown:

What is Symmetry?

Symmetry means that an object can be divided into two or more identical parts that are mirror images of each other. Imagine folding a piece of paper in half and cutting out a shape. When you unfold it, you'll have two identical halves. That's symmetry!

Types of Symmetry:

  • Line Symmetry (Bilateral Symmetry): An object has line symmetry if it can be folded along a line (called the line of symmetry) so that the two halves match perfectly. Think of a butterfly, a heart, or a human face.

  • Rotational Symmetry: An object has rotational symmetry if it can be rotated by a certain angle (less than 360 degrees) and still look the same. For example, a square has rotational symmetry because you can rotate it 90 degrees, 180 degrees, or 270 degrees and it will still look the same.

  • Point Symmetry: An object has point symmetry if it can be rotated 180 degrees around a point (called the center of symmetry) and still look the same. A star or a circle are examples of objects with point symmetry.

Examples of Symmetry in the Real World:

  • Nature: Many natural objects exhibit symmetry, such as snowflakes, flowers, and animals.

  • Architecture: Buildings often incorporate symmetrical elements for visual balance and appeal.

  • Art: Artists have used symmetry throughout history to create aesthetically pleasing and balanced compositions.

  • Everyday Objects: Many everyday objects, like cars, furniture, and clothing, often display symmetry.

Importance of Symmetry:

  • Visual Appeal: Symmetrical objects tend to be visually pleasing and harmonious.

  • Balance and Stability: Symmetry often contributes to balance and stability in structures and objects.

  • Understanding the World: Studying symmetry helps us understand the patterns and relationships in the world around us.

Fun Fact: The human body, although not perfectly symmetrical, exhibits a high degree of bilateral symmetry, which contributes to our sense of balance and coordination.

list each cso

Here is a list of all the CSOs from the provided table:

Mathematics (MA)

  • MA.3.1.1

  • MA.3.1.2

  • MA.3.1.3

  • MA.3.1.5

  • MA.3.1.10

  • MA.3.1.13

  • MA.3.1.14

  • MA.3.1.16

  • MA.3.2.1

  • MA.3.2.3

  • MA.3.2.4

  • MA.3.2.5

  • MA.3.3.1

  • MA.3.3.2

  • MA.3.3.4

  • MA.3.3.5

  • MA.3.3.8

  • MA.3.4.1

  • MA.3.4.4

  • MA.3.4.7

  • MA.3.4.8

  • MA.3.4.10

  • MA.3.5.3

  • MA.3.5.4

Reading (RLA)

  • RLA.3.1.1

  • RLA.3.1.2

  • RLA.3.1.3

  • RLA.3.1.4

  • RLA.3.1.5

  • RLA.3.1.6

  • RLA.3.1.7

  • RLA.3.1.11

  • RLA.3.2.3

  • RLA.3.2.7

  • RLA.3.2.8

  • RLA.3.2.9

  • RLA.3.2.10

  • RLA.3.2.11

  • RLA.3.2.12

Science (SC)

  • SC.3.1.1

  • SC.3.1.3

  • SC.3.2.1

  • SC.3.2.3

  • SC.3.2.4

  • SC.3.2.7

  • SC.3.2.8

  • SC.3.3.2

  • SC.3.3.3

  • SC.3.3.4

  • SC.3.4.1

  • SC.3.4.2

  • SC.3.4.3

  • SC.3.4.4

  • SC.3.4.6

  • SC.3.4.7

  • SC.3.4.10

  • SC.3.4.11

  • SC.3.4.12

  • SC.3.4.16

  • SC.3.4.18

  • SC.3.4.20

  • SC.3.4.23

  • SC.3.5.1

  • SC.3.5.2

  • SC.3.6.3

  • SC.3.6.4

Social Studies (SS)

  • SS.3.1.2

  • SS.3.1.3

  • SS.3.1.5

  • SS.3.1.6

  • SS.3.1.7

  • SS.3.2.3

  • SS.3.3.4

  • SS.3.3.7

  • SS.3.3.9

  • SS.3.4.1

  • SS.3.4.3

  • SS.3.4.5

  • SS.3.4.6

  • SS.3.4.7

  • SS.3.4.8

  • SS.3.5.1

  • SS.3.5.3

  • SS.3.5.4

  • SS.3.5.6

  • SS.3.5.9

This list includes all the CSOs (Common Core State Standards) found in the provided table.

list sort by stavg cso category stavg cso gr objective category stavg

Here are the CSOs sorted by STAVG, category, grade, and objective, along with the STAVG for each one:

Category: Algebra

  • STAVG: 85 MA.3.3.2 3 Identify 3D Shapes Geometry

  • STAVG: 85 MA.3.2.4 3 Identify Pattern/Rule Algebra

  • STAVG: 81 MA.3.2.5 3 Numerical Expressions Algebra

  • STAVG: 56 MA.3.2.4 3 Number Pattern Algebra

  • STAVG: 51 MA.3.2.4 3 Identify Pattern/Rule Algebra

Category: Data Analysis and Probability

  • STAVG: 75 MA.3.5.4 3 Analyze Graph Data Analysis and Probability

  • STAVG: 64 MA.3.5.3 3 Determine Probability Data Analysis and Probability

Category: Economics

  • STAVG: 90 SS.3.5.6 3 Pilgrims History

  • STAVG: 82 SS.3.3.9 3 Bar Graph Economics

  • STAVG: 81 SS.3.3.4 3 Economic Impact Of Trade Economics

  • STAVG: 77 SS.3.3.7 3 Product Flowchart Economics

  • STAVG: 72 SS.3.3.9 3 Goods And Services Economics

  • STAVG: 64 SS.3.3.4 3 Producer Economics

  • STAVG: 46 SS.3.3.3 3 Supply/Demand Economics

Category: Geography

  • STAVG: 95 SS.3.4.6 3 Land Use/Farming Geography

  • STAVG: 93 SS.3.4.2 3 Life Cycles/Metamorphosis Science Subject Matter/Concepts

  • STAVG: 89 SS.3.4.8 3 Map Skills Geography

  • STAVG: 87 SS.3.4.5 3 Natural Resources Geography

  • STAVG: 85 SS.3.4.8 3 Time Line/Technology History

  • STAVG: 83 SS.3.4.1 3 Cardinal Directions Geography

  • STAVG: 77 SS.3.4.3 3 Landforms Geography

  • STAVG: 77 SS.3.4.3 3 Waterways Geography

  • STAVG: 67 SS.3.4.18 3 Order According To Scheme Unifying Themes

  • STAVG: 67 SS.3.4.18 3 Movement Of Earth Unifying Themes

  • STAVG: 60 SS.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

  • STAVG: 48 SS.3.4.3 3 Landforms Geography

  • STAVG: 44 SS.3.4.3 3 Continents Geography

Category: Geometry

  • STAVG: 94 MA.3.3.1 3 Identify Symmetry Geometry

  • STAVG: 92 MA.3.3.1 3 Identify Polygons Geometry

  • STAVG: 85 MA.3.3.2 3 Identify 3D Shapes Geometry

  • STAVG: 69 MA.3.3.8 3 Point Location/Grid Geometry

  • STAVG: 54 MA.3.3.1 3 Identify Polygons Geometry

Category: History

  • STAVG: 96 SS.3.5.3 3 Interpreting Flowcharts History

  • STAVG: 95 SS.3.5.4 3 Land Use/Basic Needs History

  • STAVG: 90 SS.3.5.6 3 Pilgrims History

  • STAVG: 89 SS.3.5.3 3 Lifestyles In The 1700S History

  • STAVG: 83 SS.3.5.4 3 Analysis Of Artifacts History

  • STAVG: 82 SS.3.5.2 3 Solution To Problem Science Subject Matter/Concepts

  • STAVG: 81 SS.3.5.4 3 Draw Conclusion/Time Line History

  • STAVG: 78 SS.3.5.3 3 Meeting Basic Needs History

  • STAVG: 66 SS.3.5.4 3 Draw Conclusion/Flow Chart Citizenship

  • STAVG: 60 SS.3.5.1 3 Holidays History

  • STAVG: 58 SS.3.5.3 3 Meeting Basic Needs History

  • STAVG: 53 SS.3.5.3 3 Interpreting Flowcharts History

  • STAVG: 27 SS.3.5.1 3 Goods And Services Economics

Category: Measurement

  • STAVG: 92 MA.3.1.13 3 Multiply/Whole Numbers Number and Operations

  • STAVG: 89 MA.3.1.14 3 Model Multiplication Number and Operations

  • STAVG: 88 MA.3.4.10 3 Interpret Temperature Measurement

  • STAVG: 74 MA.3.4.1 3 Measure Length Measurement

  • STAVG: 65 MA.3.4.8 3 Money Comprehension Measurement

  • STAVG: 53 MA.3.4.7 3 Elapsed Time/Clock Measurement

  • STAVG: 28 MA.3.4.4 3 Measurement Conversions Measurement

Category: Number and Operations

  • STAVG: 94 MA.3.1.3 3 Identify Place Value Number and Operations

  • STAVG: 92 MA.3.1.13 3 Multiply/Whole Numbers Number and Operations

  • STAVG: 89 MA.3.1.10 3 Addition/Whole Numbers Number and Operations

  • STAVG: 85 MA.3.2.3 3 Number Patterns Algebra

  • STAVG: 76 MA.3.1.10 3 Addition/Money Number and Operations

  • STAVG: 75 MA.3.1.1 3 Compare Numbers/10,000 Number and Operations

  • STAVG: 74 MA.3.1.5 3 Identify Fractions Number and Operations

  • STAVG: 73 MA.3.1.13 3 Division/Whole Numbers Number and Operations

  • STAVG: 68 MA.3.1.1 3 Compare Numbers/10,000 Number and Operations

  • STAVG: 68 MA.3.1.16 3 Word Problem/Addition Number and Operations

  • STAVG: 62 MA.3.1.10 3 Subtraction/Whole Numbers Number and Operations

  • STAVG: 60 MA.3.1.16 3 Word Problem/Subtraction Number and Operations

  • STAVG: 54 MA.3.1.3 3 Identify Place Value Number and Operations

  • STAVG: 45 MA.3.1.1 3 Describe Lines Geometry

  • STAVG: 45 MA.3.1.2 3 Read Decimals To Tenths Number and Operations

Category: Reading

  • STAVG: 85 RLA.3.1.2 3 Vocab-Synonym Reading

  • STAVG: 81 RLA.3.1.6 3 Graphic Interpretation Reading

  • STAVG: 76 RLA.3.1.1 3 Vocab-Context Reading

  • STAVG: 76 RLA.3.1.4 3 Comp-Story Elements Reading

  • STAVG: 75 RLA.3.1.4 3 Main Idea-Story Elements Reading

  • STAVG: 74 RLA.3.1.4 3 Comp-Main Idea Reading

  • STAVG: 74 RLA.3.1.4 3 Comp-Draw Conclusion Reading

  • STAVG: 73 RLA.3.1.3 3 Poem-Main Idea Reading

  • STAVG: 73 RLA.3.1.4 3 Sequencing Reading

  • STAVG: 68 RLA.3.2.8 3 Capitalize/Punctuate Writing

  • STAVG: 68 RLA.3.1.11 3 Author's Purpose Reading

  • STAVG: 67 RLA.3.1.3 3 Literary Text-Biography Reading

  • STAVG: 67 RLA.3.1.5 3 Literary Text-Idiom Reading

  • STAVG: 65 RLA.3.1.7 3 Meaning Clues-Predict Reading

  • STAVG: 64 RLA.3.1.11 3 Author's Purpose Reading

  • STAVG: 61 RLA.3.2.3 3 Supporting Sentences Writing

  • STAVG: 47 RLA.3.1.3 3 Genre-Play Reading

  • STAVG: 22 RLA.3.1.6 3 Literary Text Reading

  • STAVG: 43 RLA.3.1.5 3 Literary Text-Idiom Reading

Category: Science as Inquiry

  • STAVG: 96 SC.3.2.7 4 Interpret Data In Graph Science as Inquiry

  • STAVG: 93 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

  • STAVG: 86 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

  • STAVG: 84 SC.3.5.2 3 Testing Variables Science as Inquiry

  • STAVG: 81 SC.3.2.7 3 Verb Tense Writing

  • STAVG: 78 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

  • STAVG: 71 SC.3.2.7 3 Interpret Data In Graph Science as Inquiry

  • STAVG: 70 SC.3.2.4 3 Use Scientific Instruments Science as Inquiry

  • STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

  • STAVG: 51 SC.3.2.1 3 Demonstrate Curiosity Science as Inquiry

  • STAVG: 47 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

  • STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science as Inquiry

Category: Science Subject Matter/Concepts

  • STAVG: 96 SC.3.6.4 3 Impacts Of Technology Science in Personal and Social Perspectives

  • STAVG: 94 SC.3.3.2 3 Models As Representations Science Subject Matter/Concepts

  • STAVG: 93 SC.3.4.2 3 Life Cycles/Metamorphosis Science Subject Matter/Concepts

  • STAVG: 91 SS.3.3.9 3 Bar Graph Economics

  • STAVG: 86 SC.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

  • STAVG: 84 SC.3.4.3 3 Adaptations Of Organisms Science Subject Matter/Concepts

  • STAVG: 83 SC.3.5.4 3 Analysis Of Artifacts History

  • STAVG: 82 SC.3.4.12 3 Speed/Distance/Time Science Subject Matter/Concepts

  • STAVG: 81 SC.3.5.1 3 Examples Of Technology Scientific Design and Application

  • STAVG: 78 SC.3.4.4 3 Sequencing Food Chains Science Subject Matter/Concepts

  • STAVG: 70 SC.3.4.6 3 Phys. Props. Of Substances Science Subject Matter/Concepts

  • STAVG: 67 SC.3.4.18 3 Movement Of Earth Unifying Themes

  • STAVG: 67 SC.3.4.18 3 Order According To Scheme Unifying Themes

  • STAVG: 61 SC.3.2.3 3 Supporting Sentences Writing

  • STAVG: 60 SC.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

  • STAVG: 58 SC.3.1.1 3 Explanations/New Discovery History and the Nature of Science

  • STAVG: 55 SC.3.4.1 3 Functions Of Body Systems Science Subject Matter/Concepts

  • STAVG: 54 SC.3.4.23 3 Earth's Interior Layers Science Subject Matter/Concepts

  • STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

  • STAVG: 51 SC.3.4.23 3 Erosion Of Materials Science Subject Matter/Concepts

  • STAVG: 49 SC.3.4.20 3 Rocks And Minerals Science Subject Matter/Concepts

  • STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science Subject Matter/Concepts

  • STAVG: 38 SC.3.4.10 3 Absorption Of Light Science Subject Matter/Concepts

  • STAVG: 28 SC.3.3.4 3 Order According To Scheme Unifying Themes

Category: Science Subject Matter/Concepts - History and the Nature of Science

  • STAVG: 58 SC.3.1.1 3 Explanations/New Discovery History and the Nature of Science

Category: Science as Inquiry

  • STAVG: 96 SC.3.6.4 3 Impacts Of Technology Science in Personal and Social Perspectives

  • STAVG: 93 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

  • STAVG: 86 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

  • STAVG: 84 SC.3.5.2 3 Testing Variables Science as Inquiry

  • STAVG: 81 SC.3.2.7 3 Verb Tense Writing

  • STAVG: 78 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

  • STAVG: 71 SC.3.2.7 3 Interpret Data In Graph Science as Inquiry

  • STAVG: 70 SC.3.2.4 3 Use Scientific Instruments Science as Inquiry

  • STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

  • STAVG: 51 SC.3.2.1 3 Demonstrate Curiosity Science as Inquiry

  • STAVG: 47 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

  • STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science as Inquiry

Category: Unifying Themes

  • STAVG: 94 SC.3.3.2 3 Models As Representations Science Subject Matter/Concepts

  • STAVG: 67 SC.3.4.18 3 Movement Of Earth Unifying Themes

  • STAVG: 67 SC.3.4.18 3 Order According To Scheme Unifying Themes

  • STAVG: 28 SC.3.3.4 3 Order According To Scheme Unifying Themes

Category: Civics/Government

  • STAVG: 84 SS.3.5.2 3 Solution To Problem Science Subject Matter/Concepts

  • STAVG: 77 SS.3.4.3 3 Waterways Geography

  • STAVG: 39 SS.3.1.5 3 Responsibilities Of Gov'T. Civics/Government

Category: Writing

  • STAVG: 83 RLA.3.2.3 3 Topic Sentence Writing

  • STAVG: 81 RLA.3.2.7 3 Verb Tense Writing

  • STAVG: 81 RLA.3.1.6 3 Graphic Interpretation Reading

  • STAVG: 79 RLA.3.2.10 3 Sentence Completion Writing

  • STAVG: 70 RLA.3.2.10 3 Sentence Fragments Writing

  • STAVG: 69 RLA.3.2.12 3 Sentence Combining Writing

  • STAVG: 68 RLA.3.2.8 3 Capitalize/Punctuate Writing

  • STAVG: 67 RLA.3.2.9 3 Punctuation-Composition Writing

  • STAVG: 61 RLA.3.2.3 3 Supporting Sentences Writing

  • STAVG: 60 RLA.3.2.8 3 Written Composition Writing

  • STAVG: 58 RLA.3.2.9 3 Punctuation-Composition Writing

  • STAVG: 50 RLA.3.2.9 3 Punctuate-Apostrophes Writing

Category: Citizenship

  • STAVG: 89 SS.3.1.3 3 Map Symbols Citizenship

  • STAVG: 75 SS.3.1.2 3 Draw Conclusion/Bar Graph Citizenship

  • STAVG: 67 SS.3.1.2 3 Conclusion About Land Use Geography

  • STAVG: 66 SS.3.1.5 3 Draw Conclusion/Flow Chart Citizenship

  • STAVG: 61 SS.3.1.3 3 Comparison Of Holidays Citizenship

  • STAVG: 60 SS.3.1.2 3 Citizenship Web Citizenship

  • STAVG: 53 SS.3.1.6 3 Interpret Flow Chart Citizenship

  • STAVG: 39 SS.3.1.5 3 Responsibilities Of Gov'T. Civics/Government

This sorted list makes it easier to see the range of STAVGs across different subjects and objectives. It can help you understand which objectives are considered more challenging or less challenging and to prioritize instruction based on the level of difficulty.

Pocahontas County Schools to the West Virginia Statewide County Averages.

  The West Virginia Department of Education (WVDE) released the annual summative assessment results (covering the West Virginia General Sum...

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