Social Studies Presentation of the Ohio Model

1
Social Studies Presentation of the Ohio Model
2

• Elizabeth Jones
• Becky Laux
• Angie Sipniewski
• Carrie York

Grade 4
3
RATIONAL
The fourth grade social studies program
investigates the six strands by applying the
fifty states as the focus of study. The state of
Ohio is emphasized by taking a look at its past,
people, and institutions. By linking the study
of Ohio with the other states and the rest of the
world, students are able to examine the social
studies concepts in a meaningful setting.
4
Instructional Objectives

• American Heritage
• People in Societies
• World Interactions
• Decision making and Resources
• Democratic Processes
• Citizenship Rights and Responsibilities

5
American Heritage

• The learner will
• Group state events by broadly defined historical
  eras and place them in sequence
• Explore cause and effect relationships by
  creating a time line of state events and devise
  alternative cause and effect explanations
• Explore sources of information about Ohio history
• Identify significant individuals and events in
  state history and explain their importance
• Investigate the geography of Ohio
• Use maps and aerial photos to detect uses of the
  environment
• Will point out the political boundaries of a
  local community and identify common
  characteristics of the community

6
ACTIVITIES--
American Heritage

• Students can conduct interviews about recent
  state history and compare with other source of
  information.
• Students can link to the Oregon Trail web site
  and learn, interactively, about the Ohio
  Pioneers.
• Have students choose a famous Ohioan and create a
  small speech about the individuals life.
• Students can examine historical documents, sites,
  and artifacts in order to formulate questions
  for further investigation.
• Students can use maps and/or aerial photos to
  detect uses of the environment.

7
WEBSITES--
American Heritage

• http//www.ohiotourism.com/industry/heritage/index
  .html
• http//www.pcdl.lib.oh.us/miami/miami.htm
• http//www.ohiokids.org/games/chv/index.html
• http//www.kidport.com
• http//www.isu.edu/trimich.oregontrail.html

8
People in Societies

• The learner will
• Identify various cultural groups that have
  settled in Ohio.
• Examine the contributions of people of various
  cultural groups to Ohios development.
• Indicate on a map where various cultural groups
  have settled in Ohio.
• Examine how Ohios government deals with the
  needs and demands of various cultural groups.
• Identify how members of Ohios various cultural
  groups make a living.

9
-- Activities
People in Societies

• Role play and give information about a famous
  Ohioan.
• Have the students create a Venn diagram to show
  how their community is different from other
  communities in Ohio that they know about.
• Create a pamphlet about different contributions
  that people of other cultures have made in the
  state of Ohio.
• Create their own government laws that deal with
  the combination of different cultures in Ohio.
• Make a map of Ohio and where different cultural
  groups live within the state.

10
WEBSITES
People in Societies

• http//www.logs.org/people.htm
• http//abs.ohiohistory.org/africanam/
• http//www.ourheros.com/welcome.html
• http//www.amish-heartland.com/
• http//www.fi.edu/flights/first/intro.html

11
World Interactions

• The learner will
• Develop map skills.
• Use maps as a source of information.
• Demonstrate the relationship between historical
  events in Ohio, the nation, and the world.
• Describe the location of Ohio relative to other
  states, nations, and physical features of the
  world.
• Describe the factors that helped influence the
  location, growth, and development of places in
  Ohio and compare with sites in other states.

12
- Activities
World Interactions

• Have students use maps to locate major land
  forms and bodies of water in Ohio, the United
  States, and other nations of the world using
  latitude and longitude.
• Have students make a map of major land forms
  and bodies of water being sure to include Ohio in
  relation to the rest of the world.
• Have students make their own key to a map that
  they have created.
• Students will examine maps and globes to note
  physical and/or human (cultural) differences
  between places and changes over time.

13
Activities (cont.)

• Students will create tables, charts, and graphs
  to compare climate, vegetation, and resources in
  Ohio with other states and nations.

14
WEBSITES
World Interactions

• http//www.logs.org/people.htm
• http//abs.ohiohistory.org/africanam/
• http//www.ourheros.com/welcome.html
• http//www.amish-heartland.com/
• http//fermi.jhuapl.edu/states/

15
Decision Making and Resources
The learner will Explain that the demand for
factors of production is derived from the demand
for goods and services. Explain that
individuals and households use income to consume
goods and services. Match each factor of
production with the payment received. Describe
the role of each factor of production. Identify
the resources needed to produce a good or service
and classify each resource by the factors of
production.
16
Activities-
Decision Making and Resources

• Students will locate newspaper clippings for the
  demands of certain products in Ohio.
• Students will discover on maps where different
  resources are found.
• Students will make a monthly budget for their
  familys income.
• Students will find coupons to aid in their
  budget.
• Students will justify why they spent the money
  the way that they did.

17
Decision Making and Resources
Web Sites

• http//www.ncsa.uiuc.edu/edu/RSE/RSEyellow/gnb.h
  tml
• http//www.frbchi.org/
• http//ecedweb.unomaha.edu/teach2.htm
• http//teacher.scholastic.com/lessonrepro/results
  /index.asp?
• subjectID2SubheadID2TopicID56Grade_Value2
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?

18

Democratic Processes

• The learner will
• Provide means of peaceful conflict resolution.
• Protect rights of the individual.
• Promote the common welfare.
• Promote order and security.
• Explain the basic function of each branch of
  local and state governments.

19

Activities
Democratic Processes

• Students will make laws for the classroom for
  members to follow.
• Students will create and develop a treaty of
  peace agreements.
• Students will create their own Bill of Rights.
• Students will find newspaper clippings that
  promote the common welfare of the people.
• Students will follow the election and decide who
  they feel will best represent their state and
  country.

20
Web Sites
Democratic Processes

• http//www.state.oh.us/
• http//www.oplin.lib.oh.us/products/ohiodefined/m
  essage.html
• http//politics.yahoo.com/politics/StateandLocal/
  Ohio/.
• http//www.ncss.org/home2.html
• http//teacher.scholastic.com/lessonrepro/results
  /view.asp?

21
Citizenship Rights and Responsibilities

• The learner will
• Differentiate between facts and opinions.
• Gain information about issues facing local and
  state governments.
• Discuss issues facing local and state governments
• Assume leadership roles and reflect dispositions
  that will enhance the learners effectiveness in
  addressing public issues.

22
Citizenship Rights and Responsibilities

• Activities
• 1. Have the students write opinions on the
  board in one column and facts in another column
  and compare the differences between the two kinds
  of statements.
• 2. Divide the students into two groups. Each
  group will discuss an issue given to them by the
  teacher, and then interpret what they think the
  issue means. They will then share their ideas
  with the other group.
• 3. Have the students think of their own issues
  that they feel could help to better their school.
  

23
Activities Continued...

• 4. Hold a mock trial where students will vote
  for the candidates whom they feel will best
  represent their country. After they have voted,
  they must tell why they voted for the person that
  they did.
• 5. The students will do some investigating
  and acquire some information on the viewpoints of
  the governor or mayor on certain issues on the
  Internet. They will show this on the board with
  a compare and contrast chart showing the classs
  opinion and the governor or mayors opinion on
  each issue.

24
Web Sites to Explore

• 1. http//www.stateline.org/
• 2. http//www.state.oh.us/ohio/legislat.htm
• 3. http//www.naco.org/counties/counties/
• index.cfm
• 4. http//www.state.oh.us/ohio/ohiolaws.htm
• 5. http//www.piperinfo.com/state/index.cfm

25
General Overview

• There are six strands in Ohios Model
  Competency-Based Program.
• 1. American Heritage
• 2. People in Societies
• 3. World Interactions
• 4. Decision Making and Resources
• 5. Democratic Processes
• 6. Citizenship Rights Responsibilities

26
Conclusion
Conclusion

• The preceding model was formed to improve the
  quality of education in the social studies
  department. In order to meet the goals presented
  by this model, educators need to spend ample time
  familiarizing themselves with the entire model.
  They are also encouraged to use it as a guide for
  conducting activities, centered around the theme
  of Ohio, in their classes. Only through repeated
  use, will educators become completely comfortable
  with incorporating this model into their
  classrooms.