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ED 417-01Social Studies Standards Project:

Ohio3rd Grade

Mallory BoremanCora PhippsKelly Rice

Katie WrightRachel Sammons

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Table of Contents

• History…………………........................ 3-9• People in Societies……....................... 10-17• Geography………………………........... 18-22• Economics……………………………… 23-29• Government……………………………. 30-36• Citizenship Rights & Responsibilities…37-43• Social Studies Skills and Methods…... 44-50

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Section 1:History

Students use materials drawn from the diversity of human experience to analyze and

interpret significant events, patterns and themes in the history of Ohio, the United

States and the world.

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History Activity #1There is no official documentation about the origin of the Great Seal of the State of Ohio.

However, one story states that the need for a seal was determined after a discussion among Thomas Worthington, U.S. Senator of Ohio; Ohio Governor Edward Tiffin and Ohio Secretary of State, William Creighton.

They had difficulty deciding what the design of the seal should be. They discussed it into the early hours of the morning. One story states that Worthington stepped out of his cabin and saw the sun rising over Mount Logan, located outside of Chillicothe. He called to the other men and they agreed that the sun rising over the mountains before them should be included as part of the Ohio seal.

1. Your job is to pretend that you were there that evening when the Ohio seal was being discussed. You can either be a participant or an observer of the meeting.

If you choose to be a participant…Write a journal or diary entry that describes the discussion of the seal that took place that evening.

If you choose to be an observer…Pretend you are a reporter covering the story of the design of the seal. Write a report about what took place during the meeting.

2. On the back of your page, draw what you think the Great Seal of Ohio would have looked like if Worthington would have stepped out of his cabin and seen a wild animal, or American Indians, or a forest, or something else instead of a sunrise.

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History Activity #2

• Make a time capsule for future generations of Ohioans. Remember that the items you select should tell them something about yourself and your community at the time the capsule is sealed. Also, describe each item you place into the time capsule and include why you chose each item for the capsule.

• Decide what type of container you would place your “mementos of the present age,” and where you would place your time capsule so that future generations of Ohioans would be able to access it.

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History Activity #3

• Create a timeline of some of the big events that happened in Ohio’s history.

• Research should be done to provide date/time, event, where it took place, etc.

• Later the class could make a class book of the timeline.

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History Activity #4

• Students describe the impact of Daniel Boone, the Wilderness Trail and the Ohio River on westward expansion. They view maps of the river and fill in a content web to organize information about the river and its impact on westward expansion.

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History Activity #5

• Have students research and present the important information about the many heroes of Ohio.

• This information could be presented in a class play, an oral presentation, a visual project, or in written form.

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History Websites

• Ohio Kids; History for Kidswww.ohiokids.org

• OHT; Ohio History Teacherswww.ohiohistoryteachers.org

• Ohio Historical Societywww.ohiohistory.org

• History Lesson Plans and Resourceswww.cloudnet.com

• Lesson Planetwww.lessonplanet.com

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Section 2:People in Societies

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their

commonality and diversity within local, national, regional and global settings.

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People in Ohio

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People in Societies Activity #1• Ask the class about similarities and differences of the people who live

in the community today. • Ask them to write about 1 paragraph about their family

– Ask students to share.

– Paragraph must contain:

• Where they are from?

• What kind of homes do they live in?

• Female/Male?

• Language?

• Food?

• Religion?

• You could create a table. Graph all of the information and make a class demographics chart.

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People in Societies Activity #2• Review over different artists in the local area.

– Maybe talk about some of the art that is at the local art museum that they could go and visit.

• Have each student draw a picture of them in their community.

• This will provide an opportunity for students to express themselves artistically.

• Talk about how art is used to express our values and beliefs as a society.– Have students share their picture they have drawn

and show the similarities and differences between the ones drawn by the students and by the artists from the community.

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People in Societies Activity #3

• Languages in Ohio do not vary much except for minorities. Talk about the different languages spoken in Ohio.

-One specific is sign language

• As a class go over the alphabet in sign language. Have each student try to memorize their name in sign language. As a guide for students you could even have cards with their name already on it.

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People in Societies Activity #4• Have students identify changes in a political

map of Ohio today and that of 1845. • Go over key terms: County, State, Territory,

Boundary• Distribute color copies of the detail of the Ohio

area now and what it looked like back in 1845. Have students locate and circle on the map the following: – The names of the three counties that existed in the

region in 1845 – The names of the native peoples – The names of the following cities: Columbus,

Dayton, Toledo, Cincinnati, and Cleveland.

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People in Societies Activity #5

• Have a map drawn out of the community and give one to each student.

• As a class go over landmarks for the students to understand their surroundings and where they fall at on a map.

• All together go over the different settlement

groups that were once in the area. – This will show patterns of the

– different groups in their community

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People in Societies Web sites• American Folklore

– http://www.americanfolklore.net/folktales/oh.html• Artistic Expressions

– http://www.saskschools.ca/curr_content/bestpractice/expressions/process4.html• Postcards from America

– http://www.postcardsfrom.com/• Ohio Fun Facts

– http://factfinder.census.gov/home/en/kids/funfacts/ohio.html• IPL Kid Space Culture Quest

– http://www.ipl.org/div/kidspace/cquest/northamerica/northamerica.html• Ohio Social Studies Resource Center

– http://www.ossrc.org/• Ohio Kids – History for Kids

– http://www.ohiokids.org/index.shtml

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Section 3:Geography

Students use knowledge of geographic locations, patterns and processes to show the

interrelationship between the physical environment and human activity, and to explain

the interactions that occur in an increasingly interdependent world.

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Activities for Geography

Activity #1• Have students list the states that surround the

state of Ohio (http://www.northcanton.sparcc.org/~elem/kidspiration/testa/statesohio.htm)

Activity #2• Have students construct a time line on the

capitals of Ohio in order (http://www.ohiohistoryteachers.org/06/coo.pdf)

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Activities for Geography cont.

Activity #3• Create a resource map of Ohio and eat it :) (

http://www.lessonplanspage.com/SSEatYourState-StateNaturalResourcesIdea24.htm)

Activity #4• Have students create a book on the state flag,

bird, flower, map, and state songActivity #5• Have students create a timeline on when the 50

states began, one by one. Students will then know that Ohio is the 17th state.

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Websites for Geography

• Netstate

• Ohio History Teachers

• Oplin

• Ohio's Natural Resouces

• The US50 A guide to the state of Ohio

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Section 4:Economics

Through this standard students learn to make informed decisions as producers, consumers, savers, investors, workers, and citizens in the world. This knowledge is learned through the understanding of economic concepts.

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Economics Activity #1

• Students complete a variety activities designed to get them thinking of the necessary entrepreneurial skills to run a business. They conduct surveys, market a product for a bake sale, consider profit, production cost and necessary resources involved.

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Economics Activity #2

• Students will explore the history of the Ohio settlement and the federal government and how the new states were establish during a huge dilemma. by watching this video at the Ohio History Teachers website:(http://www.ohiohistoryteachers.org/05/)

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Economics Activity #3Product Competition

•As a class discuss the differences between supply and demand.

•Ask the students if they lived in California would the supply and demand for objects be the same as in Ohio? Why or Why not.

•Have each student place an object from their desk on top of their desk. Give every child an post-it and have them write a cost on that particular object.

•As a class walk around the see the different objects for sale. If there were five pencils. Would they pay one dollar for a pencil if they could buy one for fifty cents somewhere else?

•Break the students into groups and have them create a list of supply an demand items found in their community. For each item have them write what makes that good in supply or demand.

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Economics Activity #4

Money Management- Students work in groups to create menus and shopping lists

based on the financial and dietary restrictions of a profiled family. - Arrange the class into five groups, and provide each group with a

family profile. Explain to students that they are going to shop for food for their assigned family based on the family's specific needs and circumstances. For example:- The Green Family. The Greens are a family of four with $100

a week to spend on groceries. The family is consists of a single mom and three small children -- a 4-year-old girl, a 3-year-old boy, and a 4-week-old nursing baby.

- Explain to students that this project requires them to view the world from someone else's perspective, to be creative, to be an active listener, and to develop shopping skills.

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Economics Activity #5

• Lesson on different forms of money. Discuss in class the form of currency we use today. Then ask then what happened if we didn’t have money. – What other things could we use?

• Some examples: Beads, rocks, teeth, bones, food, services, feathers, shells

– Give a scenario situation where the students have to use other forms of (trade) in order for them to get what they need

• Have students write an explanation telling why we need some form of exchange (trade). Even ask them to tell a story if they have ever used some form of trade other than with money.

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Economics Websites

• Ohio Council on Economic Education– http://www.ocee.org/links.htm

• National Education Association– www.nea.org

• Producing Ohio– http://www.producingohio.org

• The Teachers Corner– http://www.theteacherscorner.net/lesson-plans/

socialstudies/index.htm• Social Studies and Children's Literature

– http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/Monica_Jensen.html

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Section 5:Government

Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels

to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote

the general welfare.

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Government Activity #1

Campaign Ribbons- Explain to students that campaign ribbons and buttons have

been used throughout American history to show support for political candidates. Today, show their support by using ribbons, buttons, yard signs and bumper stickers around election.

- Explain what a “slogan” is.- It is now the student’s job to create their own campaign ribbon

out of paper. They must sum up one idea to make their classroom better, if they were running for president of their class. Tell the students to try to think of something positive. Remind them that the law says they must go to school for a certain number of days a year!

- The students can wear their finished ribbons on their shirts.

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Government Activity #2

Balance of Power- Explain to students that Ohio’s government is divided into

three branches: legislative, executive and judicial, just like the U.S. government. They were created to prevent any one group or person from having too much power.

- Teacher and students together will create a large list on the board of each branch’s responsibilities.

- Students will be divided into groups. Each group will be given three cards: legislative, executive, and judicial.

- The teacher will give the class an example of a government process or situation, and the groups must decide which branch of government is responsible for the given example and hold up the correct card.

- (If the teacher wishes, he/she could turn this activity into a game, giving points for each correct answer a group provides.

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Government Activity #3

Design a State Seal*This may be used as a follow-up to History Activity #1- Discuss the Ohio State Seal with students – explain how

each item is symbolic of Ohio and what each item represents.

- Have the students (individually) create a seal representative of themselves. The only restriction is that the seal must be circular. They may use any materials available to them.

- Students will then write why they chose each item to be included in their seal.

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Government Activity #4

State or Local Government?- Explain to the students the roles of the local and state

government.- Ask the students to get into groups of two.- Give each pair a set of cards. Each card will have an

example of a local or state government responsibility. (For example, “You wake up one morning and snow has covered the ground! You are excited because school has been canceled. But your mother has to wait for the snow plow to come down the street before she can go to work. Is the snow plow operated by the local or state government?”)

- The students will work with their partners to divide the cards into two columns – one local and one state.

- The class will discuss their findings.

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Government Activity #5

How a Bill Becomes a Law- Students will research how a bill becomes a law

in Ohio using class discussions, internet research, books, and videos.

- Students will then create a flow chart that shows how a bill becomes a law in Ohio.- Use a red pen, pencil, or marker to show the actions

that the House of Representatives takes in the process.

- Use a blue pen, pencil, or marker to show the actions that the Senate takes in the process.

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Government Websites

• Ohio History Teachers– http://www.ohiohistoryteachers.org/06/gov.shtml

• Teaching with Historic Places– http://www.nps.gov/nr/twhp/topic.htm#politics

• Ohio Social Studies Resource Center– http://www.ossrc.org/

• Education K-12– http://www.education-k-12.com/american-government

-lesson-plans.htm• History Works

– http://www.historyworksohio.org/classroom/plan-moesc.cfm?id=20

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Section 6:Citizenship Rights and

ResponsibilitiesFor this standard, students examine and evaluate the morals within the community and country by using their knowledge of rights and responsibilities of citizenship.

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Citizenship Activity #1

Citizenship Tree

• As a class talk about what it means to be a good citizen and write these ideas on the board.

•Talk about what they can do to be good citizen in their school, community, and state.

•Have each student write a sentence that describes what they will do to show good citizenship. Paste these on a tree on a bulletin board for the student to refer or add to as the year progresses.

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Citizenship Activity #2

Character Counts

• Display the six pillars of character on a bulletin board (Trustworthiness, respect, responsibility, fairness, caring and citizenship).

•Each week choose one pillar and have a class discussion about that characteristic.

•Have each student write about how they could show that characteristic in their community or school.

http://www.kidscharactercounts.org/images/pillars2.jpg

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Feeling Patriotic•Read students God Bless America.

•Discuss things that make you feel patriotic towards their country.

•As a class discuss things about Ohio that are unique, and write them on the board. Discuss which unique qualities make them feel proud of Ohio.

•Students will then write and illustrate what makes them proud of their state.

Citizenship Activity #3

http://www.theus50.com/images/state-flags/ohio-flag.jpg

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Helping the Community•Show students handout about “ How would you help this community”. As a class point out the facilities that help people.

•Write the word responsibility on the board and ask children what it means. What type of responsibilities do they have in the home, school and community?

•Explain how every citizen has the responsibility to the country, and one responsibility is to help solve the problems in our communities.

•Students would then work in groups of 4 to decide one responsibility their group will be in charge of in their classroom.

Citizenship Activity #4

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Community Leaders

•As a class talk about the leaders in the school, community, and state. What do they do? How do they help people? Etc.

•Then discuss the responsibilities that they have to their community. Talk about the similarities and differences between community leaders and community members.

•Have students write about how they can contribute as a community member.

Citizenship Activity #5

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Websites about Citizenship•Kids Voting

–www.kidsvotingoh.org•Ohio Kids

–www.ohiokids.org•Character Counts!

–http://www.charactercounts.org•The Ohio Channel

–www.ohiochannel.org•Ohio History Teachers

–www.ohiohistoryteachers.org

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Section 7:Social Studies Skills and

MethodsStudents collect, organize, evaluate and synthesize

information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world

settings.

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SS Skills and Methods Activity #1

• Tell students that Paul Laurence Dunbar liked to eat. Some of his favorites were fish, sweet potatoes, chocolate cake, and ginger bread.

• Ask the students what some of their favorite foods are. Ask them how their favorite foods are cooked or made.

• Discuss the fact that our foods are made or cooked in/on highly mechanized equipment. (We us electric stoves, blenders, food processors, microwaves, etc. Bakeries use machines to make foods.)

• Tell students that during the turn of the century people used their hands and wood/coal burning stoves. There was no gas or electric stoves, microwaves, or toaster-ovens as we know of today.

• Have students look up turn of the century recipes. • Plan to make butter one day and gingerbread the next so that the

whole class experiences both liquid and dry measuring.

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Social Studies skills and Methods Activity #2

• Students will examine their community and compare it to what it is now to what it is in the past (http://www.ohiohistoryteachers.org/06/sssm.shtml)

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Social Studies and Methods Activity #3

Newspaper Scavenger Hunt•As a class discuss the use of a newspaper. Talk about the what information can be found in the newspaper.

•Split the class up into groups of four. Give each group a list of clues that will help them find a predetermined article of the teacher’s choice.

•Once they find the article, each group member is responsible for reading and answering questions about that particular article.

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Social Studies Skills and Methods Activity #4

Transportation Then and Now- Discuss transportation. Ask the students why transportation is important

now.- Ask the students why transportation was important during the turn of the

20th century.- Ask students to name various modes of transportation they use today.- Discuss transportation at the turn of the 20th century. Ask students to

name modes of transportation people could have used before cars, airplanes, buses, etc.

- After the discussion, show students a picture of one of the modes of transportation used at that time, a horse-drawn-wagon.

- Discuss what a wagon looks like.- Use a shoebox, cardboard, pencils, crayons, and scissors to make a

model wagon. It must have wheels that move and a place for passengers to sit.

- Decorate the model wagon.*May be completed in groups or individually.

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Skills and MethodsActivity #5

• Review over pictographs and bar graphs with the class and what you would use them for.

– They both have Titles and Categories– This is great for organizing you information

• Follow along with the website with the students and create this as a center in classroom for students to use. Have the students use this with their political map lesson of the differences that they found from Ohio in 1845 and to now. Have each student create one bar graph or pictograph for each of the two maps. http://www.studyzone.org/testprep/math4/e/barpicto3l.cfm

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Social Studies Skills and Methods Web Sites

• ERIC– http://www.eric.ed.gov/

• Ohio History Teachers– www.ohiohistoryteachers.org

• Education World– www.education-world.com

• Ohio Social Studies Resource Center– http://www.ossrc.org/

• Bar Graphs/Pictographs – http://www.studyzone.org/testprep/math4/e/barpicto3l.cfm