OHIOS SOCIAL STUDIES COMPETENCYBASED PROGRAM

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OHIOS SOCIAL STUDIES COMPETENCY-BASED PROGRAM

• BRAD ROSS
• ED 417-02
• DR. RONALD HELMS

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INTRODUCTION
THE ACTIVITIES INCLUDED IN THE FOLLOWING
PRESENTATION WILL INTRODUCE OHIOS MODEL
COMPETENCY-BASED PROGRAM TO FOURTH GRADE
STUDENTS IN ADDITION, IT WILL COVER THE SIX
STRANDS PRESENTED IN THE OHIO COMPETENCY-BASED
PROGRAM.
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AMERICAN HERITAGE OBJECTIVES

• PROGRAM OBJECTIVE
• The students will understand how the American
  Society has been shaped

• SUBJECT OBJECTIVE
• The students will listen to and reconstruct the
  chronology of an historical narrative.
• The students will differentiate broad categories
  of historical time.
• The students will explore placing events on a
  time line.
• The students will raise questions about the past.
• After listening to an historical narrative, the
  students will identify what happened in the
  beginning, middle, and end.

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AMERICAN HERITAGE ACTIVITIES

• Have students consider what life was like in an
  Indian tribe and how they communicated their
  stories on to their children making stories that
  resemble old Indian leather paintings.
• Students can link to the Oregon Trail web site
  and interactively learn about Ohio Pioneers.
• Students can choose a famous person from Ohio,
  and present their findings to the class.

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ACTIVITIES (CONT).

• Students can examine historical documents, sites,
  and artifacts in order to formulate questions for
  further investigation.
• Students will develop an ability to assemble
  clues and decipher various indicators concerning
  one person's life and family background. In this
  way, he or she will develop and understanding of
  the way in which present day archaeologists "dig"
  for the unlocking of our past.

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AMERICAN HERITAGE WEB SITES

• http//www.isu.edu/trinmich/Sites.html
• http//www.beavton.k12.or.us/Greenway/leahy/ot/ind
  ex.htm
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/Archaeology/ARL0003.ht
  ml
• http//www.ohiokids.org/games/ohv/index.html
• http//www.kidport.com/

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PEOPLE IN SOCIETY OBJECTIVES

• PROGRAM OBJECTIVES
• The students will recognize the diverse nature of
  American Society.

• SUBJECT OBJECTIVES
• The students will recognize that citizens of the
  United States today can trace their origins.
• The students will identify various groups to
  which the student belongs.
• The student will identify ways members of the
  community are affected by changes in the
  community that occur over time.
• Given a chance in the community, the student will
  indicate how members of the community are
  affected.

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PEOPLE IN SOCIETY ACTIVITIES

• Use the Internet as a means to research famous
  people from Ohio.
• Have the students create a Venn diagram to show
  how their community is different from other
  communities in Ohio that they know about.
• Identify cultural differences in relationship to
  personal "space, and experience discomfort with
  alien cultural practices.
• 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.

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PEOPLE IN SOCIETY WEB SITES

• http//www.askeric.org/cgi-bin/printlessons.cgi/Vi
  rtual/Lessons/Social_Studies/Sociology/SOC0001.htm
  l
• http//www.askeric.org/cgi-bin/printlessons.cgi/Vi
  rtual/Lessons/Social_Studies/Sociology/SOC0006.htm
  l
• http//www.abs.ohiohistory.org
• http//www.amish-heartland.com
• http//www.ourheros.com

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WORLD INTERACTIONS OBJECTIVES

• PROGRAM OBJECTIVES
• The students will develop an understanding of
  ways Americans are like people in other parts of
  the world

• SUBJECT OBJECTIVES
• The students will explore recent historical
  events of different countries
• The students will recognize that things exist in
  spatial relations.
• The students will develop map skills
• The students will compare natural and human
  features in the local area to those in pictures
  of other countries.
• The students will recognize similarities among
  people around the world

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WORLD INTERACTIONS ACTIVITIES

• As students use the Internet to become familiar
  with Australia, they will create a giant travel
  brochure.
• Students will recognize aspects of the culture's
  ideas, beliefs and customs, recognize that they
  live within their own culture understand that
  other cultures exist and can live peaceably
  together, and use the computer to correspond and
  learn about other cultures.
• Students will describe the customs and lifestyles
  of the Early American settlers in Plymouth and
  Jamestown colonies.
• The students will describe the traditions
  involved with a fiesta, and plan their own fiesta
  based on previous knowledge of the unit.
• Students will gain new knowledge about the
  Japanese extended family.

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WORLD INTERACTIONS WEB SITES

• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/World_History/WRH0012.
  html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/World_History/WRH0006.
  html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/World_History/WRH0028.
  html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/World_History/WRH0008.
  html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/World_History/WRH0005.
  html

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DECISION MAKING RESOURCES OBJECTIVES

• PROGRAM OBJECTIVES
• The students will explore resources their
  location, their utilization, and their
  transformation to satisfy wants.

• SUBJECT OBJECTIVES
• The students will list and identify resources
  necessary for the production of a good or
  service.
• The students will identify choices people make to
  satisfy wants with limited resources.
• The students will describe how people work to
  earn income in order to satisfy wants.
• Given a want, the students will identify choices
  people make to satisfy that want when a
  particular good or service is not available

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DECISION MAKING RESOURCES ACTIVITIES

• Students will be able to pick up clues in the
  wordage of a sentence to determine if it is
  factual and be able to give reasons for their
  feelings.
• Students will be able to define the term law, be
  able to explain benefits gained from laws and
  appreciate these benefits in daily life.
• The purpose of this activity is to provide an
  unfair situation to introduce the concept of
  justice. It is a hypothetical problem which
  students will try to solve through critical
  thinking skills.
• encourages students to think of different ways in
  which they may solve their problems.
• Explain how supply and demand affects choices
  such as careers, types of cars made, etc.

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DECISION MAKING RESOURCES WEB SITES

• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/Process_Skills/SOP0001
  .html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/Civics/CIV0012.html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/Civics/CIV0022.html
• http//ofcn.org/cyber.serv/academy/ace/soc/cecsst/
  cecsst113.html
• http//ericir.syr.edu/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/Economics/ECO0011.html
  

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DEMOCRATIC PROCESSES OBJECTIVES

• PROGRAM OBJECTIVES
• The students will explore the purpose of
  government and how the purposes are achieved.

• SUBJECT OBJECTIVES
• The students will recognize the need for rules in
  different settings.
• The students will suggest and consider reasons
  for having people in authority.
• The students will recognize the need for fairness
  in rules and by people in authority.
• Given a rule in a particular setting, the student
  will identify why that rule is needed.

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DEMOCRATIC PROCESS ACTIVITIES

• Learn about the President's job and get to know
  some of our nation's most important leaders
• Communicate effectively with their members of
  Congress investigate and take positions on
  national issues and recognize how they can take
  action to solve problems.
• Assemble a time line of the key events in Abraham
  Lincoln's life.
• Identify the parts of the Presidents Symbol and
  what it stands for.
• Identify the White House and list where it is
  along with , basic historical information

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DEMOCRATIC PROCESS WEB SITES

• http//www.respecteen.org/
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?SubjectID2SubheadID1TopicID171Grade
  IDPageURL2Flessonrepro2Freproducibles2Finstr
  uctor2Fcrossword2F00012Findex2Ehtm
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?SubjectID2SubheadID1TopicID171Grade
  IDPageURL2Flessonrepro2Freproducibles2Fprofb
  ooks2Fwildabe2Ehtm
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?SubjectID2SubheadID1TopicID171Grade
  IDPageURL2Flessonrepro2Freproducibles2Fpress
  ymb2Ehtm
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?SubjectID2SubheadID1TopicID171Grade
  IDPageURL2Flessonrepro2Freproducibles2Fprofb
  ooks2Fwhitehouseinternetscavenger2Epdf

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CITIZENSHIP RIGHTS RESPONSIBILITIES OBJECTIVES

• PROGRAM OBJECTIVES
• The students will explore positive aspects of
  citizens working together to accomplish common
  ends and the importance of citizens involving
  themselves in public affairs.

• SUBJECT OBJECTIVES
• The students will observe and describe changes to
  the local community brought about by natural and
  human activities.
• The students will develop citizenship traits.
• The students will balance own desires with
  desires of others when appropriate.
• The students will exhibit citizenship traits as
  evidenced in being trustworthy, demonstrating
  accountability for actions, displaying
  self-direction, and showing pride in their
  accomplishments.

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CITIZENSHIP RIGHTS RESPONSIBILITIES ACTIVITIES

• Student will be able to compare two
  stories/cultures and point out how they are alike
  and how they are different.
• Students will be able to discuss the Bill of
  Rights and create a bill for the classroom.
• Students will learn about the Presidential
  Election.
• students study the life of George Washington and
  the history of the most famous memorial to him.
• students read books about Abraham Lincoln, then
  write compositions explaining why they would or
  would not vote for President Lincoln today

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CITIZENSHIP RIGHTS RESPONSIBILITIES WEB SITES

• http//ofcn.org/cyber.serv/academy/ace/soc/cecsst/
  cecsst058.html
• http//teacher.scholastic.com/lessonrepro/results/
  view.asp?SubjectID2SubheadID1TopicID10GradeI
  DPageURLURL3A2Flessonrepro2Flessonplans2Fp
  rofbooks2Fbillrights2Epdf
• http//www.ccle.fourh.umn.edu/rulesbellevue.html
• http//www.cr.nps.gov/nr/twhp/wwwlps/lessons/62was
  h/62about.html
• http//www.uen.org/cgi-bin/websql/lessons/l4.hts?i
  d7783core1103

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CONCLUSION

• THROUGH THE SIX STRANDS OF OHIOS SOCIAL STUDIES
  COMPETENCY BASED PROGRAM FORTH GRADERS REVIEWING
  THIS MATERIAL WILL BE PREPARED TO PASS THE FORTH
  GRADE PROFICIENCY TEST.