Ohio History

1
Ohio History

• Grade 4
• Ohio Social Studies Strands

By Heidi Shively ED 417-02
2
Table of Contents

• American Heritage
• People in Societies
• World Interactions
• Citizenship Rights
• Democratic Processes
• Decision Making and Resources
• Science, Technology, and Society

3
American Heritage

• Aspects of the Past
• Uniqueness of the American people in the world
• Recognizing similarities between cultures

4
American Heritage Goals

• The students will be able to
• 1. Students will be able to identify the sequence
  of events in history.
• 2. Students will be able to group events on a
  timeline.
• 3. Students will be able to recognize that
  change occurs in history.

5
Web Sites

• http//www.ohiotourism.com
• This website shows what Ohio has to offer. It
  includes major events, maps, etc.
• http//www.ohio200.org
• This website has a countdown until the
  Bicentennial celebration for Ohio.
• http//www.ohio200.org/news/qrtrdsgn.html
• This website has a current update on the
  Birthplace of Aviation design recommended for the
  Ohio quarter.

6
More websites

• http//www.ohiokids.org
• This website offers timelines, history, games,
• and programs for kids.
• http//www.odod.state.state.oh.us
• This page shows the development that is occurring
  in Ohio. It shows results of the census and
  more.

7
Activities

• Students will create a timeline of important
  historical events that occurred in Ohio
• Students will look up reference materials on
  Ohio. This will include encyclopedias,
  magazines, almanacs, atlases, maps, globes, etc.
• Students will visit the Springfield Heritage
  center on a field trip to see artifacts and
  historical documents.

8
More Activities

• Students will talk to a relative about what has
  happened in Ohio during their lifetime.
• History Bingo Create a bingo card with
  vocabulary words, facts, and events during Ohios
  development. Play bingo using this information
  with the students.

9
People In Societies

• Recognizes what cultural groups are.
• Recognizes the differences of ethnic groups.
• Recognizes what immigrants are and their
  continent of origin.

10
People In Societies Goals

• Students will be able to
• 1. Identify the various kinds of cultural groups
  that have lived or live in Ohio.
• 2. Identify or explain how various cultural
  groups have participated in the states
  development.
• 3. Identify or compare the customs, traditions,
  and needs of Ohios various cultural groups.

11
Web Sites

• http//ohio.gov
• This website is about Ohio. It offers
  information for visitors and residents.
• http//encarta.msn.com/find/Concise.asp?ti00D9B00
  0
• This website offers information about Ohio
  people.

12
More Web Sites

• http//www.ohiobio.org
• This webpage has information on famous Ohioans.
• http//renfestival.com
• This webpage is about the Renaissance Festival
  that is in Harveysburg, Ohio.
• http//georgetown.edu/crossroads/community.html
• This webpage covers American communities and
  societies.

13
Activities

• Students will write a paper about a famous
  Ohioan.
• Students will take a field trip to the Ohio
  Renaissance Festival.
• Students will compare cultures and customs of
  different Ohio groups.
• Students will write a letter to the governor of
  Ohio.
• Students will talk with an older relative about
  their favorite traditions.

14
World Interactions

• Awareness of what is going on in other parts of
  the world.
• Cultural, economic, and government issues around
  the world.
• Understanding of major reference points on Earth.

15
World Interactions Goals

• Students will be able to
• 1. Identify various reference points on Earth.
• 2. Locate major landforms and bodies of water.
• 3. Use a number/ letter grid to locate places on
  a map.

16
Web Sites

• http//www.mapquest.com
• Students will find out how many miles it is to a
  destination.
• http//www.nationalgeographic.com/resources/ngo/ma
  ps
• This site has map information on trails, cities,
  continents, and time periods.

17
More Web Sites

• http//pubweb.parc.xerox.com/map
• Students can create their own map and change the
  shape, size, and color of the maps.
• http//www-map.lib.umn.edu/map_libraries.html
• This website shows maps of different times.
• http//www.randmcnally.com/rmc/home.jsp
• This webpage shows maps, directions, and
  construction zones.

18
Activities

• Students will use the xerox website to help them
  design a map.
• Students will identify continents and bodies of
  water by matching them on a map.
• Students will all go to the board and mark on one
  map where they were born. As a class, we will
  figure out who lived the farthest away, etc.
• Have students color a map and identify the
  locations on the map.
• Have students pick a country and share with the
  class the customs, cultures, and where it is
  located.

19
Citizenship Rights and Responsibilities

• Help prepare students for their role as adult
  citizens.
• Examine activities that are a part of peoples
  civic lives in a democratic republic.

20
Citizenship Rights and Responsibilities Goals

• Students will be able to
• 1. Differentiate between statements of fact and
  opinion found in information about public issues
  and policies.
• 2. Identify and assess the possibilities of group
  decision making, cooperative activity, and
  personal involvement in the community.
• 3. Identify the elements of rules relating to
  fair play.

21
Web Sites

• http//www.kidsvotingusa.org
• This website is dedicated to securing democracy
  for the future by involving youth in the election
  process today.
• http//www.igc.org/cvd
• This website studies voting patterns,
  representation and political influence of money.
  
• http//www.womenvote.org
• This website explores a nonpartisan voting guide
  that highlights politicians stances on womens
  issues.

22
More Web Sites

• http//www.fairvote.org
• This website analyzes the effects of voting
  systems on citizen participation and discusses
  possible methods of reform.
• http//vote-smart.org
• This website locates candidates and elected
  officials, one may learn about political issues,
  and track the status of legislation.

23
Activities

• Students will be given statements and students
  will be asked to explain why a statement is
  factual or an opinion.
• Students will need to decide as a class public
  issues such as vandalism, school rules,
  recycling.
• Students will have a mock trial and vote on a
  particular issue.

24
More Activities

• Students will debate certain issues in front of
  class.
• Students will look at newspapers and distinguish
  between facts and opinions.

25
Democratic Processes

• This is how state and local governments operate.
• This strand concerns the functions of the various
  branches of government and the purpose of
  government.

26
Democratic Process Goals

• Students will be able to
• 1. Identify the function of each branch of state
  government.
• 2. Identify the purposes of state government.
• Identify or explain the purposes of local
  government.

27
Web Sites

• http//www.congress.org
• This website can help a student locate their
  representative.
• http//lcweb.loc.gov
• This website is the largest United States federal
  cultural institution that has a massive
  collection in books and other media. One may
  search databases and view multimedia.
• http//www.loc.gov
• This website shows American democratic process at
  work.

28
Web Sites Continued

• http//www.ohio.gov
• This website helps students find information
  about Ohio.
• http//www.whitehouse.gov
• This website shows pictures of the President and
  the White House.

29
Activities

• Students will be given a branch of the government
  and asked to identify its function.
• Students will be given a purpose and asked to
  identify or describe an example of governmental
  activity appropriate to the purpose.
• Students will take a field trip to Columbus to
  visit the governor or lieutenant governor.
• Students will make a chart of the three branches
  of government and name a government position to
  each branch of government.

30
More Activities

• Vocabulary Bingo Students will play bingo based
  on vocabulary definitions and words.

31
Decision Making and Resources

• Examines basic economic concepts as they relate
  to peoples everyday lives.
• This includes land, labor, capital, and
  entrepreneurship.

32
Decision Making and Resources Goals

• Students will be able to
• 1. Identify the factors of production (land,
  labor, capital, and entrepreneurship) needed to
  produce various goods and services.
• 2. Name the resources needed to produce various
  goods and services, classify each resource by the
  factors of production, or suggest alternative
  uses for those factors.
• 3. Classify various economic activities as
  examples of production or consumption.

33
Web Sites

• http//ecedweb.unomaha.edu
• The mission of EcEdWeb (Economic Education
  Website) is to provide support for economic
  education in all forms at all levels.
• http//price.bus.okstate.edu/econdept.html
• This website links to university departments and
  they are organized alphabetically or by state.
• http//usda.mannlib.cornell.edu/usda/usda.html
• This website is a partnership of the USDA and
  Cornell offers reports and data sets on crops,
  lifestock, trade, and prices.

34
Web Sites

• http//www.doc.gov
• This is the official site of the federal
  government. On this site, trade data, economic
  indicators, business services, and agency links
  and contracts are found.
• http//www.usaee.org
• This is the website for the US Association for
  energy economics.

35
Activities

• Students will be presented with common goods and
  services and asked to identify particular
  resources needed to produce them.
• Students will be given a task (land, labor,
  capital, entrepreneurship) to use in a
  marketplace.
• Students will watch a movie about a successful
  company and how they make wise business
  decisions.
• Students will be asked to examine an activity and
  to indicate if the activity is an example of
  production or consumption.

36
Activities Continued

• Students will participate in junior achievement.

37
Science, Technology, and Society

• Examines how advancements in technology and
  science have helped society.
• Examine the necessity to continually improve
  society.

38
Science,Technology, and Society Goals

• Students will be able to
• 1. Examine science, technology, and society.
• 2. Name some uses of science and technology and
  its effects on society.
• 3. Identify the advantages of knowledge in
  science and technology.

39
Web Sites

• http//www.nasa.gov
• This website is about NASA and space exploration.
• http//cnn.com/TECH
• This website is about science and technology
  coverage with audio files, full text stories, and
  QuickTime clips.
• http//pubs.acs.org/journals/esthag
• This website covers issues on waste treatment,
  pollution, and environmental changes.

40
Web Sites Continued

• http//www.si.edu
• This website is the official page of the
  Smithsonian Institute.
• http//www.sciencemag.org
• This website is from the weekly research journal
  published by the American Association for the
  Advancement of Science.

41
Activities

• Students will create a PowerPoint Presentation
  about science invention or technology
  advancement.
• Students will do a science experiment, example a
  volcano.
• Students will watch a NASA video.
• Students will evaluate society.
• Students will work in groups and together find
  out information about a contributor to the
  science or technology field.

42
Conclusion

• Citizenship is an important part of the fourth
  grade curriculum. Students will be able to
  better understand their rights as citizens and
  young adults.