grade ohio history suggested units and pacing guide 2008-09

Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade Ohio History Suggested Units and Pacing Guide 2008-09 Scope and Sequence - Ohio: Its Past, Its Location, Its Government The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities. Unit 1: Locate Ohio and Explore Its Early History 27+ days End by (district date) The unit opens with a brief introduction to major geographic features of Ohio's geography. Next, early prehistoric people of Ohio are studied as they develop their cultures and solve problems. Problem Solving – Patterns & Relationships of Geography Unit 2: Territory to Early Statehood 27+ days End by (district date) The emphasis is on Ohio’s history as it became a state, including the purposes of government as a foundation for statehood. Economic factors influencing Ohio’s development during this time period are also introduced. Problem Solving – Patterns & Relationships Unit 3: Transportation Influences Ohio 27+ Days End by the First Semester This brief unit focuses on how canals and railroads changed Ohio's settlement patterns and economic relationships with other states. Problem Solving – Patterns & Relationships Unit 4: The Role of Economics in 20th Century 20+ days End by (district date) This unit will focus on the master of economics including the literature connection noted page 4th – 21 of the course of study. Problem Solving – Patterns & Relationships Unit 5: Early Industry, Immigration and Conflicts 30+ days End by (district date) This unit focuses on the economic development of Ohio. This includes the influence of immigrants, their origins and cultural practices on early economic growth of Ohio.

Problem Solving – Patterns & Relationships Unit 6: Ohio's Government & the 20th Century 30+ days End by (district date) Students will focus on mastering Ohio's government and the importance of citizenship rights and responsibilities. The study of famous 20th century Ohioans such as Unit 5 can provide the opportunity for in-depth research and a reinforcement of many previous indicators. Problem Solving – Patterns & Relationships Unit 7: Inventors and Research – Required 10 days The focus of this unit will be an integrated language arts research unit with the theme of Ohio's inventors from History Indicator 6 as the content. The two week unit can be placed at any point in the second semester rather than as Unit 7. Problem Solving – Patterns & Relationships

Bold indicates student vocabulary mastered at this grade level. 4th - Trumbull County ESC 2008 16

Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade Benchmarks (ID= Indicator: These number references will clarify the intent of Indicators in each unit.)

Government

A. Identify the responsibilities of the branches of the United States government and explain why they are necessary. (ID: 1, 2) B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy. (ID: 3, 4) (ONLY 4-5)

Citizenship Rights & Responsibities

A. Explain how citizens take part in civic life in order to promote the common good. (ID: 1) B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government. (ID: 2, 3, 4, 5)

Study Skills & Methods

A. Obtain information from a variety of primary and secondary sources using the component parts of the source. (ID: 1, 2, 3, 4) B. Use a variety of sources to organize information and draw inferences. (ID: 5, 6, 7, 8)C. Communicate social studies information using graphs or tables. (ID: 9) D. Use problem-solving skills to make decisions individually and in groups. (ID: 10) Continually check your alignment between

the Indicators and the Benchmarks.

History A. Construct time lines to demonstrate an understanding of units of time and chronological order. (ID: 1) B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. (ID: 2, 3) (ONLY 4-5) C. Explain how new developments led to the growth of the United States. (ID: 4, 5, 6)

People In Societies

A Compare practices and products of North American cultural groups. (ID: 1) B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other. (ID: 2, 3)

Geography

A. Use map elements or coordinates to locate physical and human features of North America. (ID: 1, 2, 3, 4) B. Identify the physical and human characteristics of places and regions in North America. (ID: 5, 6, 7) C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. (ID: 8, 9) D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity. (ID: 10)

Economics

A. Explain the opportunity costs involved in the allocation of scarce productive resources. (ID: 1, 2)B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. (ID: 3) C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. (ID: 4, 5, 6)


Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade: Unit 1 - Locate Ohio and Explore Its Early History 27+ Days End by History

Chronology A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. (Students will only do 3rd grade level: reading time lines.)

Introduce: 1 Settlement B 2. Describe the earliest settlements in Ohio including those of prehistoric people.

Mastery: 2

People in Societies Cultures A 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: a. the Paleo Indians, Archaic Indians, Woodland Indians including Adena and Hopewell and Late Prehistoric Indians including Fort Ancient; b. historic Indians of Ohio including Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware.

Mastery: 1a-b

Geography Location A 1. Use linear scale to measure the distance between places on a map. 2. Use cardinal and intermediate directions to describe the relative location of places. 3. Describe the location of Ohio relative to other states and countries.

Mastery: 1-3

4. Use maps to identify the location of major physical and human features of Ohio including:

a. Lake Erie; b. rivers; c. plains; d. the Appalachian Plateau; e. bordering states; h. Ohio River.

Human Environmental Interaction C 8. Identify how environmental processes including glaciationand weathering and characteristics including landforms, bodies of water, climate, vegetation influence human settlement and activity in Ohio.

Develop: 4, 8

This unit opens with a brief introduction to major geographic features of Ohio's geography. Next, early prehistoric people of Ohio are studied as they develop their culture and solve problems. Problem Solving – Patterns and Relationships of Geography. The Indicators are divided into four categories within these six unit assessments:

• Introduce: Students hear and

experience the terms/concepts within the unit at the "awareness level." It is REQUIRED that the terms and concepts be discussed in context of the assigned unit. These indicators are NOT on the unit assessment, but they could be on a homework assignment at a definition or basic level.

• Develop: Students will begin to recognize the term/concept at the "recall and comprehension level." These could be on the assessment but ONLY at a lower level of understanding. (define – match, categorize, etc.)

• Mastery: Students are to

have understanding at the highest level designated by the indicator. These indicators MUST be on the assessment.

• Previous Mastery: Apply

Students will continually apply the term/concept in future units, and these can be on the assessment. Because this is the first unit, there will be no requirements in this category.


Trumbull County ESC Standards-Based Social Studies Course of Study 2008

4th Grade: Unit 1 - Locate Ohio and Explore Its Early History (continued) Geography – Continued

9. Identify ways that people have affected the physical environment of Ohio including:

a. use wetlands; b. use of forests; c. building farms, towns and transportation systems.

Introduce: 9 Economics - None Government - None Citizenship Rights & Responsibilities - None Study Skills and Methods Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:

a. atlases; b. encyclopedia; c. dictionaries; d. newspapers; e. multimedia / electronic sources.

2. Use a glossary and index to locate information.

Develop: 1-2 3. Use primary and secondary sources to answer questions about Ohio history. Introduce: 3

4. Describe how archaeologists and historians study and interpret the past.

Mastery: 4 Thinking and Organizing B 5. Identify main ideas and supporting details from factual information. Introduce: 5 6. Distinguish between fact and opinion. 7. Read and interpret pictographs, bar graphs, line graphs and tables. Problem Solving D (Develop as early Native Americans faced & solved problems) 10. Use a problem-solving/decision-making process which includes:

a. identifying a problem; b. gathering information; c. listing and considering options; d. considering advantages and disadvantages of options; e. choosing and implementing a solution; f. developing criteria for judging its effectiveness; g. evaluate the effectiveness of the solution.

Develop: 6-7, 10

Resources / Connections



4th Grade: Unit 2 - Territory to Early Statehood 27+ Days End by The emphasis is on Ohio’s history

as it became a state, including the purposes of government as a foundation for statehood. Economic factors influencing Ohio’s development during this time period are also introduced.


History Chronology A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

Develop: 1 Settlement B 3. Explain the cause and effect of the frontier wars of the 1790s, including the Battle of Fallen timbers on American Indians in Ohio and the United States. Growth C 4. Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. Mastery: 3-4 People in Societies Interactions B 2. Describe the impact of the expansion of European settlements on American Indians in Ohio.

Mastery: 2 3. Explain the reasons people came to Ohio including:

a. opportunities in agriculture, mining and manufacturing; b. family ties; c. freedom from political and religious oppression.

Develop: 3 Geography 3. Describe the location of Ohio relative to other states and countries. Previous Mastery: 3 Location A 4. Use maps to identify the location of major physical and human features of Ohio including:

a. Lake Erie; b. rivers; c. plains; d. the Appalachian Plateau; e. bordering states; f. the capital city; g. other major cities; h. Ohio River. Mastery: 4

Places and Regions B 5. Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. Develop: 5



4th Grade: Unit 2 - Territory to Early Statehood (continued) 27+ Days End by Geography - Continued

Human Environment Interaction C 8. Identify how environmental processes including glaciationand weathering and characteristics including landforms, bodies of water, climate, and vegetation as they influence human settlement and activity in Ohio.

Mastery: 8

9. Identify ways that people have affected the physical environment of Ohio including:


10. Use elevation, natural resources and road maps to answer questions about patterns of settlement, economic activity and movement. Develop: 9-10

Economics Scarcity & Resource Allocation A 1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. Markets C 5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available.

Introduce: 1, 2, 5 Government Role of Government A 2. Explain why elections are used to select leaders and decide issues. Rules and Laws B 3. Explain the purpose of a democratic constitution:

a. to provide a framework for gov't. b. to limit the power of government; c. to define the authority of elected officials.

4. Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals. Develop: 2-4 Citizenship Rights & Responsibilities Participation A 1. Describe the ways in which citizens can promote the common good and influence their government including:

a. voting; b. communicating with officials; Develop: 1




4th Grade: Unit 2 - Territory to Early Statehood (continued) 27+ Days End by Citizenship Rights & Responsibilities - Continued

Rights and Responsibilities B 2. Explain why personal responsibilities such as taking advantage of the opportunity to be educated and civic responsibilities such as obeying the law & respecting the rights of others are important. 3. Explain the importance of leadership and public service. 4. Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders.

Introduce: 2-4 Study Skills and Methods Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:


2. Use a glossary and index to locate information. 3. Use primary and secondary sources to answer questions about Ohio history. Develop: 1-3 4. Describe how archaeologists and historians study and interpret the past.

Previous Mastery: Apply 4 Thinking and Organizing B 5. Identify main ideas and supporting details from factual information. 6. Distinguish between fact and opinion. 7. Read and interpret pictographs, bar graphs, line graphs & tables. Develop: 5-7 Problem Solving D 10. Develop as settlers solved problems and made decisions:


Develop: 10




4th Grade: Unit 3 - Transportation Influences Ohio 27+ Days End by Semester History

Chronology A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

Develop: 1 Growth C 5. Explain how canals and railroads changed settlement patterns in Ohio and Ohio’s economic and political status in the United States.

Mastery: 5 People in Societies Cultures A 3. Explain the reasons people came to Ohio including:

a. opportunities in agriculture, mining and manufacturing;

Develop: 3a Geography Location A 1. Use a linear scale to measure the distance between places on a map. 2. Use cardinal and intermediate directions to describe the relative location of places. 4. Use maps to identify the location of major physical and human features of Ohio including:

a. Lake Erie; b. rivers; e. bordering states; g. other major cities; h. Ohio River.

Previous Mastery: Apply 1, 2, 4

Places and Regions B 5. Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. 6. Identify manufacturing, agricultural, mining and forestry regions in Ohio.

Develop: 5-6

This brief unit focuses on how canals and railroads changed Ohio's settlement patterns and economic relationships with other states.




4th Grade: Unit 3 - Transportation Influences Ohio (continued) 27+ Days Geography - Continued

Places and Regions B 7. Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as, oil, steel, rubber and glass.

Develop: 7



Human Environmental Interaction C 9. Identify ways that people have affected the physical environment of Ohio

including :


Movement D 10. Use elevation, natural resources and road maps to answer questions about patterns of settlement, economic activity and movement.

Mastery: 9-10 Economics Scarcity & Resource Allocation A 1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. Production, Distribution & Consumption B 3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. Markets C 5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available.

Develop: 1-3, 5 Government – None Citizenship Rights & Responsibilities Participation A 1. Describe the ways in which citizens can promote the common good and influence their government including:

a. voting; b. communicating with officials;

Develop: 1a-b

Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade: Unit 3 - Transportation Influences Ohio (continued)

Study Skills and Methods Resources / Connections


Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:


2. Use a glossary and index to locate information. 3. Use primary and secondary sources to answer questions about Ohio history.

Mastery: 1-3 4. Describe how archaeologists and historians study and interpret the past. Previous Mastery: Apply 4 Thinking and Organizing B 5. Identify main ideas and supporting details from factual information. 6. Distinguish between fact and opinion.

Develop: 5-6 7. Read and interpret pictographs, bar graphs, line graphs and tables. Mastery: 7 8. Formulate a question to focus research.

Develop: 8

Communicating Information C 9. Communicate relevant information in a written report including the acknowledgement of sources.

Introduce: 9

Problem Solving D 10. Use a problem-solving/decision-making process which includes: (as settlers solved travel problems)


Mastery: 10


4th Grade: Unit 4 – The Role of Economics in 20th Century 20+ days End by This unit will focus on the master

of economics including the literature connection noted page 4

History Chronology


A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

th – 21 of the course of study. Problem Solving – Patterns & Relationships

Mastery: 1 Resources / Connections People in Societies

Cultures A 1. Describe the cultural practices and products of various groups who have settled in Ohio over time:

f. recent immigrants from Africa, Asia and Latin America.

nteractions B 3. Explain the reasons people came to Ohio including:


Develop: 1f, 3 Geography Places and Regions B

5. Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. 6. Identify manufacturing, agricultural, mining and forestry regions in Ohio. 7. Explain how resources, transportation and location influenced the development of industries such oil, steel, rubber & glass.

Mastery: 5-7 Human Environmental Interactions C 9. Identify ways that people have affected the physical environment of Ohio including:

a. use wetlands; b. use of forests; c. building farms, towns and transportation systems; d. using fertilizers, herbicides and pesticides; e. build dams.

Previous Mastery: Apply 9 a-c Mastery: 9 d-e


4th Grade: Unit 4 - The Role of Economics in 20th Century Continued Geography - Continued Consider using the chapter "The

Doughnuts" from Homer Price


Movement D by Robert McCloskey as the foundation for teaching the 410. Use elevation, natural resources and road maps to answer

questions about patterns of settlement, economic activity and movement.

th grade economic concepts. The economic vocabulary and concepts, as well as problem solving, can be applied to Homer's dilemma in a fictional setting before applying it in context of "Modern Ohio."

Previous Mastery: Apply 10

Economics Resources / Connections Scarcity & Resource Allocation A 1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.

Note: Consider using the chapter "The Doughnuts" from Homer Price by Robert McCloskey as the foundation for teaching the 4

th grade economic concepts. The economic vocabulary and concepts, as well as problem solving, can be applied to Homer's dilemma in a fictional setting.

2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. Production, Distribution and Consumption B 3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks.

Markets C 4. Explain ways in which individuals and households obtain and use income. 5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. 6. Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries.

Mastery: 1-6 Government - None Citizenship Right & Responsibilities Participation A 1. Describe the ways in which citizens can promote the common good and influence their government including:

a. voting; b. communicating with officials; c. participating in civic and service organizations; d. performing voluntary service.

Develop: 1


4th Grade: Unit 4 - The Role of Economics in 20th Century Continued Citizenship Right & Responsibilities - Continued Resources / Connections


Rights & Responsibilities B 2. Explain why personal responsibilities such as taking advantage of the opportunity to be educated and civic responsibilities such as obeying the law and respecting the rights of others is important. 3. Explain the importance of leadership and public service. 4. Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders.

Develop: 2-4 Study Skills and Methods Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:


2. Use a glossary and index to locate information. Previous Mastery: Apply 1-2

Thinking & Organizing B 5. Identify main ideas and supporting details from factual information. 6. Distinguish between fact and opinion.

Mastery: 5-6 7. Read and interpret pictographs, bar graphs, line graphs and tables. Previous Mastery: Apply 7

8. Formulate a question to focus research. Communicating Information C 9. Communicate relevant information in a written report including the acknowledgement of sources.

Develop: 8-9 Problem Solving D 10. Use the Problem-Solving/Decision-Making process as entrepreneurs faced/solved problems. Steps a-g.


Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade: Unit 5 - Early Industry, Immigration and Conflicts 30+ Days End by This unit focuses on the economic

development of Ohio. This includes the influence of immigrants, their origins and cultural practices on early economic growth of Ohio. Note: The standards do not require a major Civil War unit. The era can be taught through the focus of how Ohio was caught in the crossroads of slaves seeking freedom and how did Ohioans tried to solve the problem.


History Chronology A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. Previous Mastery: Apply 1 People in Societies Cultures A 1. Describe the cultural practices and products of various groups who have settled in Ohio over time:

c. European immigrants; d. Amish and Appalachian populations; e. African-Americans.

nteractions B 3. Explain the reasons people came to Ohio including:


Mastery: 1 c–e, 3 Geography Location A 1. Use a linear scale to measure the distance between places on a map. 4. Use maps to identify the location of major physical and human features of Ohio including:

a. Lake Erie; b. rivers; e. bordering states; g. other major cities; h. Ohio River.

Previous Mastery: Apply 1, 4 Places and Regions B

5. Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. 6. Identify manufacturing, agricultural, mining and forestry regions in Ohio. 7. Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber and glass.

Previous Mastery: 5-7



4th Grade: Unit 5 - Early Industry, Immigration and Conflicts (continued) Geography – Continued

Human Environmental Interaction C 9. Identify ways that people have affected the physical environment of Ohio including:

b. use of forests; c. building farms, towns and transportation systems; e. build dams. Previous Mastery: Apply 9

Economics Scarcity & Resource Allocation A 1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. Production, Distribution and Consumption B 3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. Markets C 4. Explain ways in which individuals and households obtain and use income. 5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available.

Previous Mastery: Apply 1-5 Government – None Citizenship Rights & Responsibilities 4. Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders. Develop: 4 Study Skills and Methods Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:


2. Use a glossary and index to locate information. 3. Use primary and secondary sources to answer questions about Ohio history. Previous Mastery: Apply 1-3




4th Grade: Unit 5 - Early Industry, Immigration and Conflicts (continued) Study Skills and Methods - Continued Resources / Connections


Obtaining Information A 4. Describe how archaeologist and historians study and interpret

the past. Thinking and Organizing B 5. Identify main ideas and supporting details from factual information. 6. Distinguish between fact and opinion. 7. Read and interpret pictographs, bar graphs, line graphs and tables.

Previous Mastery: Apply 5-7 Thinking and Organizing B 8. Formulate a question to focus research. Communicating Information C 9. Communicate relevant information in a written report including the acknowledgement of sources.

Develop: 8-9 Problem Solving D 10. Use the Problem-Solving/Decision-Making process which includes: (Focus on immigrant issues and industrial problems)



Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade: Unit 6 – Ohio's Government & the 20th Century 30+ days

End by (district date) Students will focus on mastering

Ohio's government and the importance of citizenship rights and responsibilities. The study of famous 20

History Chronology


A 1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

th century Ohioans such

as Unit 5 can provide the opportunity for in-depth research and a reinforcement of many previous indicators. Problem Solving – Patterns & Relationships


People in Societies

Cultures A 1. Describe the cultural practices and products of various groups who have settled in Ohio over time:

Resources / Connections f. recent immigrants from Africa, Asia and Latin America.

Mastery: 1f

nteractions B including3. Explain the reasons people came to Ohio :


Previous Mastery: Apply 3 Geography Places and Regions B 6. Identify manufacturing, agricultural, mining and forestry regions in Ohio. 7. Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such oil, steel, rubber & glass.

Previous Mastery: Apply 6-7 Economics Scarcity & Resource Allocation A 1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. Production, Distribution and Consumption B 3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks.

Previous Mastery: Apply 1-3


4th Grade: Unit 6 - Ohio's Government & the 20th Century Continued Economics Resources / Connections


Markets C 4. Explain ways in which individuals and households obtain and use income.

5. Explain why people in Ohio specialize in what they produce and

then trade with others, which then increases the amount of goods and services available.

6. Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries.

Previous Mastery: Apply 4-6

Government Role of Government A 1. Explain major responsibilities of each of the three branches of government in Ohio:

a. the legislative branch, headed by the General Assembly, makes state laws;

b. the executive branch, headed by the governor, carries out and enforces laws made by the General Assembly;

c. the judicial branch, headed by the Ohio Supreme Court, interprets and applies the law. 2. Explain why elections are used to select leaders and decide issues.

Rules and Laws B 3. Explain the purpose of a democratic constitution: a. to provide a framework for government; b. to limit the power of government; c. to define the authority of elected officials. 4. Explain that the Ohio Constitution tells how the state

government should be organized & guarantees the rights of individuals.

Mastery: 1-4


4th Grade: Unit 6 - Ohio's Government & the 20th Century Continued Citizenship Right & Responsibilities Resources / Connections


Participation A 1. Describe the ways in which citizens can promote the

common good and influence their government including: a. voting;

b. communicating with officials; c. participating in civic and service organizations; d. performing voluntary service.

Rights & Responsibilities B 2. Explain why personal responsibilities such as taking

advantage of the opportunity to be educated and civic responsibilities such as obeying the law and respecting the rights of others is important.

3. Explain the importance of leadership and public service.

4. Explain why characteristics such as respect for the

rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders.

Mastery: 1-4 Study Skills and Methods Obtaining Information A 1. Obtain information about state issues from a variety of print and electronic

sources, and determine the relevance of information to a research topic: a. atlases;

b. encyclopedia; c. dictionaries; d. newspapers; e. multimedia / electronic sources.

2. Use a glossary and index to locate information. Thinking & Organizing B 5. Identify main ideas and supporting details from factual information.

6. Distinguish between fact and opinion. 7. Read and interpret pictographs, bar graphs, line graphs and tables.

Previous Mastery: Apply 1-2, 5-7 8-9. This research could be a very short 1-2 paragraph report on a single branch of Ohio's government. The longer research will be required in the Inventors and Research Unit 7.

8. Formulate a question to focus research. Communicating Information. C 9. Communicate relevant information in a written report including the acknowledgement of sources.

Mastery: 8-9 Problem Solving D 10. Use the Problem-Solving/Decision-Making process as government and citizens faced/solve problems. Steps a-g. Previous Mastery: Apply 10


4th Grade: Unit 7 Inventors and Research 10 Days The focus of this unit will be an

integrated language arts research unit with the theme of Ohio's inventors from History Indicator 6 as the content. The two week unit can be placed at any point in the second semester rather than as Unit 7. Problem Solving – Patterns and Relationships

History Chronology


A

1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.


Growth

C 6. Explain the importance of inventors such as, the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison.


Note: Students are to apply the Study Skills and Methods focus of obtaining formation. The process of selecting quality information is important.

Mastery: 6

Study Skills and Methods

Obtaining Information A 1. Obtain information about state issues from a variety of print and

electronic sources, and determine the relevance of information to a research topic:

Assessment: Students will need Formative Assessments to determine their understanding of Ohio's inventors.

a. atlases; b. encyclopedia;

c. dictionaries; When the unit is used at the end of the year, it becomes a Summative Assessment of students processing information as a historian.

d. newspapers; e. multimedia / electronic sources. 2. Use a glossary and index to locate information. 3. Use primary and secondary sources to answer questions about Ohio history. Thinking and Organizing B 5. Identify main ideas and supporting details from factual information. 6. Distinguish between fact and opinion. 7. Read and interpret pictographs, bar graphs, line graphs and tables. 8. Formulate a question to focus research. Communicating Information C 9. Communicate relevant information in a written report including the acknowledgement of sources. Problem Solving D 10. Use the Problem-Solving/Decision-Making process as the inventors identified a problem and then chose possible solutions. In what ways were they successful? In what way did they fail? Students will develop their questions, gather their information and write their Inventors Research Projects. Steps a-g.

When used as Unit 7, this becomes a Summative Assessment. Previous Mastery: Apply 1-3, 5-10

Trumbull County ESC Standards-Based Social Studies Course of Study 2008 4th Grade: Unit 7 Inventors and Research Continued Reading Process Resources / Connections


Comprehension Strategies B 4. Summarize important information in texts to demonstrate comprehension. Self-Monitoring Strategies D 9. List questions and search for answers within the text to construct meaning. Reading Applications: Informational, Technical & Persuasive Subheadings Not Available in the State Standards 3. Locate important details about a topic, using different sources of information, including books, magazines, newspapers and online resources. Subheading Not Available in the State Standards 2. Summarize main ideas in informational text, using supporting details as appropriate. Writing Applications Prewriting A-C 2. State and develop a clear main idea for writing. 3. Develop a purpose and audience for writing. 4. Use organizational strategies including: brainstorming, lists, webs and Venn diagrams to plan writing. Drafting, Revising, and Editing E 7. Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases. 14. Proofread writing and edit to improve conventions such as grammar, spelling, punctuation and capitalization and identify and correct fragments and run-ons. Publishing I 16. Prepare for publication (such as display or for sharing with others) writing that follows a format appropriate to the purpose using techniques such as electronic resources and graphic to enhance the final product. Subheading Not Available in the State Standards 4. Write informational reports that include facts and examples, and present important details in a logical order. Research Subheading Not Available in the State Standards 1. Identify a topic and questions for research and develop a plan for gathering information. 2. Locate sources and collect relevant information from multiple sources. 3. Identify important information found in the sources and summarize the important findings.

grade ohio history suggested units and pacing guide 2008-09

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