Ohios Model CompetencyBased Program

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Ohios Model Competency-Based Program
Social Studies

• Neely Few
• Tina Pearsons
• Jenn Janicki
• Andy Mikalauskas
• Grade 5

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Goals of the Social Studies Program

• To enable learners to gather and interpret
  information using perspectives from appropriate
  fields of social studies, to use methods and
  skills drawn from the social studies, and to
  actively engage in learning.
• To enable learners to explain how the worlds
  people cope with the challenges of existence,
  examine issues from multiple perspectives, and
  respond to individual and cultural diversity.

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Goals cont.

• To enable learners to work with others, make
  informed judgements and decisions, and act in
  accordance with democratic processes and
  principles.

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Objectives for Fifth Grade Social Studies

• The students will have knowledge of the regions
  and people in North America.
• The students will have knowledge of and respect
  for other parts of the world and their cultures.
• The students will have knowledge of how people
  and events of the past have influenced today.

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Objectives cont.

• The students will have knowledge of the
  characteristics of a democratic government and
  its processes.
• The students will understand the decision- making
  process in a way in which it benefits the nation.

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American Heritage-

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

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American Heritage

• Web pages
• and
• Activities

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Web Pages

• Historic American Highways
• http//homepages.rootsweb.com/maggieoh/
• highway.html
• Ohio Historical Society
• http//www.ohiohistory.org/
• Archiving Early America
• http//www.earlyamerica.com/review/

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Activities

• Have students study a geographical map of the
  United States and discuss how the geography of
  our nation effects our economic system.
• Have students study another culture to discover
  how it has influenced our culture.
• Ask the students to share some traditions that
  they perform in their households with the class.

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Activities cont.

• One day discuss Indian culture and bring in
  Indian artifacts to show the students.
• Have students follow the migration routes of the
  pioneers, marking them on a map.
• Discuss the Great Seal of Ohio as a prominent
  symbol of the state and then have each student
  redesign the new symbol using creativity.

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People in Societies-

• This strand recognizes that the United States and
  the world encompass many different racial,
  ethnic, and religious groups.

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People in Societies

• Web Pages
• and
• Activities

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Web Pages

• Ohio Government Series
• http//www.logs.org/people.html/
• A Trek Through Time at Ohio Village
• http//www.ohiokids.org/games/ohv/index.
• html
• Time Travelers
• http//www.ohiokids.org/
• The African American Experiences in Ohio
• http//dbs.ohiohistory.org/africanam/

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Activities

• Have students create an African song with African
  instruments while studying African culture.
• Have students make a mobile of a famous Ohioian.
• Use maps to locate sources of major migration to
  North America.
• Describe the customs that the immigrants brought
  with them.

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Activities cont.

• Study Martin Luther King Jr. and the impact he
  had on society.
• Chose an American President to do an oral
  presentation about while dressing up as that
  individual.
• Have students write a story about their role
  model and how that person influences society.

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Democratic Processes-

• This stand examines the principles of democracy
  and explores the extent to which governments
  reflect those principles.

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Democratic Processes

• Web Pages
• Activities

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Web Pages

• Elected Officials Candidates
• www.vote-smart.org
• American Promise
• www.americanpromise.com/home.html
• Barton Democracy for Kids
• www.crs.uvm.edu/cyfar/Wwwportfolio/barton3.htm
• Center for the Evolution of Democracy
• www.cedemocracy.org

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Activities

• Set up a democratic system in the classroom
• Field trip to a government building
• Do a report on the democratic system
• Write letters to officials and ask questions
  about the democratic system
• Ask parents how they participate in the
  democratic process
• Take part on a on-line vote

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Citizenship Rights and Responsibilities-

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

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Citizenship Rights Responsibilities

• Web Pages
• Activities

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Web Pages

• Kids Voting
• www.community.activedayton.com/kidsvoting/
• Center for Citizenship and Human Rights
• www.deakin.edu.au/arts/cchr/welcome.html
• United States Congress
• www.vote-smart.org/
• Learning Adventures in Citizenship
• www.thirteen.org/newyork/laic
• Your Constitutional Rights
• www.aclumontana.org/rights

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Activities

• Do a report on the rights of citizens
• Do a project on Constitutional Rights
• Write a paper on how to be a good citizen
• Take part on a on-line vote
• Write a paper on what rights and responsibilities
  citizens should have
• Ask parents what they think their rights and
  responsibilities are as good citizens

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Decision Making Resources-

• This strand focuses on decisions individuals and
  societies make in addressing wants.

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Decision Making Resources
Web Pages Activities
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Web Pages

• http//dnr.metrokc.gov/swd/schoolpr/elem/elem.htm
• http//www.how-to-study.com
• http//www.worldwildlife.org/amazon/save_amazon.ht
  m
• http//splash.metrokc.gov/wlr/waterres/salmonch.ht
  m
• http//www.metrokc.gov/kcdot/kids/transit/safety.h
  tm

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Activities

• Bring a live assembly show on recycling to school
• Form teams to work on a project that reduces
  waste and increases recycling
• Help save the Amazon River Basin by writing to
  WWF protect the Amazon
• Have a guest speaker come in and talk to the
  students about the importance of safety

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Activities cont.

• Have a career day
• Have the students choose an endangered species
  and do a power point presentation on that species
• Have the students come up with a song or a poem
  that stresses the importance of safety

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World Interactions-

• This strand explores the links people make around
  the world as they attempt to address common
  problems.

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World Interactions

• Web Pages
• and
• Activities

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Web Sites

• Researching Different Countries
• www.lonelyplanet.com/dest
• Talking to Students Around the World
• www.unicef.org/voy/meethome.htmlgt
• Looking at Maps of Other Countries
• www.nationalgeographic.com/xpeditions/atlas

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Activities

• Create a pen pal system to students from a school
  in another country.
• Each student choose a country and design the
  countries flag.
• Pretend you are in any state in the US and write
  a postcard telling about what you see, what you
  have visited, and the climate.

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Activities cont.

• Choose a country to give a presentation on and
  dress up like the people in that country would.
• Write a report on a place you would like to
  travel to and tell us why.
• Choose a different region of the United States
  and do a report on the bodies of water, land
  formations, animals, and climate.

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Activities cont.

• Bring in pictures to share with the class of
  places around the world that you have traveled
  to.
• Choose one of the Great Lakes and give a
  presentation on the characteristics of it.
• Read 10 current events in the paper on a country
  other than the United Sates and write
  reflections on them.

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Conclusion

• The primary purpose of this Social Studies
  program is to help young people understand,
  through the study of past and present, what it
  means to be a human being in society and develop
  the ability to make informed and reasoned
  decisions for the public good as citizens of a
  diverse, democratic society in an interdependent
  world of finite resources.