Cortney Solinger

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Cortney Solinger

• Power Point Presentation
• ED 417
• Winter 2001

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Grades 3-5
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American Heritage

• Refers to those aspects of the past that help to
  make American People unique among the peoples of
  the world while at the same time recognizing what
  we hold in common with other people.

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American HeritageWeb Sites

• http//my.ohio.voyager.net/lstevens/canal/
• http//www.nps.gov/choh/co_visit.htm
• www.americanheritage.com
• http//www.familytreemaker.com/index.html
• http//sunsite.utk.edu/civil-war/

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American Heritage Activities

• Caucus with family members (parents,
  grandparents, aunts, uncles etc.) for a quick
  overview of family history. Ask permission to
  record (video or cassette) an interview. Prepare
  interview questions (When did the family arrive
  in the area? Occupation? Has a family tree been
  drawn up? By whom? When? Family stories?
  Successful ones? Difficult ones? Etc. Introduce
  and present tape to class.
• Ohios Historic canal At Ohios Historic
  Canals, help students identify the historic canal
  location on the list that is closest to your town
  or city. Talk about what might be seen there.
  If possible, have students print the map of
  Ohios canals. Then guide students to type the
  address of CO Canal National Historic Park
  Canal Life and help them navigate that site.
  Encourage students to imagine what it would have
  been like to live on a canal boat in 1850. Then
  have students work individually to write diary
  entries about traveling or living on a canal.

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American Heritage Activities

• Go to website www.funnnelweb.utcc.utk.edu/hoemann
  /cwarhp.html. Read letters from a Civil War
  Soldier from Iowa. Here students can explore
  actual letters written by 21 year old soldier
  Newton Scott to his friend, Hannah Cone. Have
  students write correspondence letters to this
  soldier.
• Have students put together a skit about a
  historical event. Students will use costumes,
  props, and another else they find useful to get
  the event across to the rest of the class. Have
  students perform their skit in front of the rest
  of the class. Have them portray the event
  correctly according to histories standards.
• Make a timeline plotting events occurring
  throughout U.S. history.

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People in Societies

• Recognizes that the United States and the world
  encompass many different racial, ethnic, and
  religious groups

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People in SocietiesWeb Sites

• http//www.ohiokids.org/games/ohv/index.html
• www.pbs.org/weta/thewest/wpages/wpgs400/w4fletch.h
  tm
• http//www.kidsvotingusa.org/
• http//www.govspot.com
• www.icom.org/vlmp

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People in SocietiesActivities

• WHO AM I COLLAGE
• Activities1) Individually students will cut
  pictures or word phrases out of magazines
  that represent their personal interests and
  abilities.2) The pictures and words will be
  glued onto an 8x11 sheet of construction
  paper to form a collage.3) The completed
  collages will be displayed and numbered.4)
  Without discussion students will be given time to
  write down who they think each collage
  belongs to.
• Identify various cultural groups that have
  settled in Ohio.
• Identify various cultural groups that have
  settled in the United States

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People in SocietiesActivities

• Multicultural Calendar
• Have the students decide what ethnic or
  religious culture would they like to learn about.
  The students have to learn about a ethnic or
  religious culture that is not theirs. Have the
  students decide what group should go to which
  month. After the students choose a month have
  them complete the calendar pages by filling in
  the dates for holidays and other important dates
  for that particular culture. The students can
  then add quotes or short poems from their
  assigned culture.

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People in SocietiesActivities

• Have a group discussion about the definition of
  the word "culture".
• 1. What words come to mind when I say the word
  "culture"?
• 2. Who can use the word "culture" in a sentence?
  
• 3. I want everyone to write down a word on your
  piece of paper that means "culture".
• After the children have written down their key
  words, I will have the children tell me their
  words and make a chart of them to hang in a
  central location of the classroom. I will make it
  clear that the word "culture" does not have one
  solid meaning, it could be where your ancestors
  are from or the environment you have lived in.
  The point I want to get across is that everyone
  does have a culture.

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World Interactions

• Explores the links people make around the world
  as they attempt to address common problems

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World InteractionsWeb Sites

• http//eduplace.com/geo/indexhi.html
• http//www.indiana.edu/japan/LP/LS29.html
• http//www.pbs.org/tal/un/classroom.html-UnitedNat
  ions-
• www.usgs.gov.education/
• www.kidsvista.com/socialstudies/geography.html

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World InteractionsActivities

• Have students prepare and present reports on
  countries in the world which have constitutional
  governments. How are the similar and different
  to the U.S.
• Have students fill in the questionnaires with
  their personal answers. Do not ask them to put
  their names on the questionnaires. The teacher
  cuts the questionnaires into 11 parts and puts
  all the 1's together, all the 2's together, and
  so on. Give the answers to 1 of the 11 questions
  to each of 11 small groups of students. Ask them
  to tabulate the answers on butcher paper to put
  up on the board. Have the Japanese answers on
  separate cards. Give one answer to each small
  group. Ask the group to report to the class. They
  should report the Japanese answer, and the
  American answers. Ask them to compare and
  contrast. Point out that just as there is
  diversity in their own answers, there would be
  diversity in a Japanese classroom.

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World InteractionsActivities

• Students can produce their own news program to
  inform other students of current issues around
  the world.
• List foreign companies doing business in Ohio and
  Ohio companies conducting business in other
  countries. Have students create a chart showing
  goods and services produced in Ohio and purchased
  in other nations. Have them create a second chart
  showing goods and services purchased in Ohio that
  are produced in other nations.
• Write to a pen pal in another country

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Decision Making and Resources

• Focuses on decisions individuals and societies
  make in addressing wants.

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Decision Making and Resources Web Sites

• www.firstunion.com/kids/capkids_home.html
• www.kidsvotingusa.org/
• http//landmark-project.com.eco-market
• http/www.sec.gov.consumer
• http//www.ncsa.ui
• uc.edu/edu/RSE/RSEyellow/gnb.html.

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Decision Making and Resources Activities

• Find the manufacturer's label on different
  products made in the U.S.A. Record where each
  product is made. Locate each city on the map.
  Pin a string from your home to the company's
  city. Hang a symbol for each product on its
  string. Give your map a title. Share Your Map
  with Others! Discuss how we depend on people far
  away. Identify some products shipped from your
  town to other towns.
• Students will pick several stocks and follow them
  for a month. They will graph the stock value as
  it fluctuates during the month. They will also
  write a report stating whether they would keep
  the stock or sell it depending on what they have
  learned.
• Students will make up a new product. The
  students will determine how the product is needed
  and who to market it to. They will make
  advertisements. After the trial they will write
  a paper stating whether the product was a success
  and what adjustments were needed.

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Decision Making and Resources Activities

• The students will have several items found in a
  grocery store and will put them into
  categories/symbolic aisles. After a discussion
  and display of grocery store pictures, they will
  be able to identify who is in a grocery store,
  and what they do. After all the vocabulary and
  basic concepts are mastered the class will
  participate in a store role playing activity,
  which will include a stock person, manager,
  cashier, shopper and a bag person. In correlating
  a math lesson coupons and adding the prices could
  be introduced.
• Each student will be given a large piece of white
  paper, scissors, glue, and an old catalog.
  Students will cut out items that they would like
  to have, along with their price, from the
  catalogs. Next students will glue the items and
  prices to their paper. After students have
  completed this the teacher will inform the class
  that they only have 5 to spend (this price can
  vary depending on the average cost of the items
  children choose). The students will then decide
  which of the items they feel they would most like
  to have. Students should circle the items they
  would buy while putting an 'x' through items they
  would no longer purchase.

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Democratic Processes

• Examines the principles of democracy and explores
  the extent to which governments reflect those
  principles.

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Democratic Processes Web Sites

• www.congresslink.org/lessonplanstuact.html
• http//www.state.oh.us/
• http//www.legislature.state.oh.us/
• www.vote-smart.org/education/lessons/
• http//government.aol.com/mygov/

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Democratic Processes Activities

• Arrange o field trip to observe your local city
  government at work on some important issue. If
  at all possible, see if some people from the
  government would be willing to participate in a
  question and answer period following the session.
• Invite a state congressman to speak to our class.
  Ask our visitor to describe a particular piece
  of legislation, how it was started, how it fared
  on floor debate, whether it was passed and what
  its effects are likely to be.
• Choose a place and a period in time for the
  students to crash or wreck on the island. Inform
  them that food, water, and shelter are in short
  supply. They will, also, need to know that their
  chance of rescue is zip. At the end of the
  activity they will be required to turn in the
  following written work A description of the type
  of government they they have chosen, a list of
  laws that the new government has developed, and
  a list of the penalties for violation of these
  laws.

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Democratic Processes Activities

• Get together in groups of 5. Pretend that you
  live in a very small country with a constitution,
  a Bill of Rights, and a government very much like
  that of the U.S. Your country has been conquered
  by people from another planet. The conquerors
  agree that they will allow your people to retain
  five of the rights that are our currents rights
  in the U.S. and will let the people of your
  country choose the five rights they want. Have a
  group discussion on the five they choose.
• Have a mock election. Inform students about the
  people running for office and have an election in
  the room, complete with polling booths.

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Citizenship Rightsand Responsibilities

• Provides a context for examining and engaging in
  those activities that are part of an adults
  public life.

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Citizenship Rights and Responsibilities Web Sites

• http//congress.org/
• http//www.mpelectric.comkidsvoting/
• http//www.kidsvotingusa.org/
• http//www.vote-smart.org/
• Http//www.pbs.org/wnet/newyorklaic/lessons/el_t3-
  lp.html

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Citizenship Rights and Responsibilities
Activities

• Help students navigate the Web site to locate the
  Volunteer Opportunities, from
  which they will discover opportunities to
  demonstrate good citizenship within the
  community. Discuss with the class how good
  citizenship is demonstrated by volunteering. Then
  prepare students to write a Super Citizenship
  Newsletter about actions beneficial to the school
  community. Encourage students to look for
  examples of good citizenship in the behavior of
  their friends and classmates and to be as
  inclusive as possible in selecting actions for
  recognition.
• Help students find their senators and
  representatives names, biographies, committee
  assignments, and mailing addresses. Have
  students work in groups to write a letter to a
  member of Congress. If you are using e-mail, you
  may wish to have students collaborate to write
  one message about an issue important to their
  community that you will e-mail for them.

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Citizenship Rights and Responsibilities
Activities

• Invite a guest speaker from a special interest
  group to talk to your class about their
  objectives. Have them explain how they present
  their issues to government and if they met with
  victory or defeat.
• Have each student research something occurring in
  the news regarding local issues. Have them
  present what they discovered to the class.
• Students will develop classroom citizenship
  rights

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The previous activities and web resources are
suggested for developing lessons for a third to
fifth grade classroom. Each strand of the six,
from the Ohio Model, was examined. Each lesson
fits the requirements of at least one of the
strands.