LOOKING INTO OHIO HISTORY

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LOOKING INTO OHIO HISTORY
Grade Level 5th
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• Prepared By
• Jennifer A. Siefring
• Prepared For
• Dr. Helms
• ED 417-02

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TABLE OF CONTENTS

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

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INTRODUCTION

• The following web sites and activities will help
  students construct meaning and gain a better
  understanding of the state in which they live.
  They will learn about the land they live on, the
  people they share the land with, and the choices
  that affect the lifestyles and interactions of
  those people.

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AMERICAN HERITAGEWEB SITES

• www.earlyamerica.com
• www.50states.com/ohio
• www.ohiohistory.org
• www.ohiokids.org
• www.logs.org

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AMERICAN HERITAGE ACTIVITIES

• Students will research the Great Seal of Ohio and
  identify what the parts of the seal symbolize. In
  groups students will develop a seal for their
  city and write a brief explanation describing the
  parts of the seal.

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A.H. ACTIVITIES CONT.

• Students will locate an old article from their
  local newspaper. The articles found will be based
  on certain key topics/terms given to the
  students. After reading the old article, students
  will write an updated version of an article
  that deals with the same topic. All updated
  articles will be compiled and published as a
  class newspaper.

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A.H. ACTIVITIES CONT.

• Students will use the software, The Oregon Trail,
  to simulate lifestyles of early pioneers and to
  re-enact and encounter the same struggles of
  those pioneers.

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A.H. ACTIVITIES CONT.

• In groups students will research Ohios symbols
  (flag, bird, flower, etc.). Groups will develop a
  visual aid for that symbol and present it to the
  class. All of the groups findings will be put
  together in a min-portfolio of Ohio. The
  portfolio can be used as a reference throughout
  the rest of the year.

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A.H. ACTIVITIES CONT.

• Given a specific list of events, students will
  classify the particular time period in which the
  event occurred. Each student will be responsible
  for researching one event and identifying its
  time period. Then all events will be placed in
  chronological order on a timeline and the class
  will draw illustrations to accompany the events
  and text.

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PEOPLE IN SOCIETIES

• www.ourheroes.com
• www.China.com
• www.Spain.com
• www.oplin.liboh.us/
• www.oplin.liboh.us/products/build

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P.I.S. ACTIVITIES CONT.

• Students will research a famous Ohioan and make a
  mobile that describes at least 5 significant
  points about that person.
• Students will research the following aspects of
  Spain and China (food, clothing, government,
  family, education). They will select one of the
  aspects of both countries and compare and
  contrast it with that same aspect of the United
  States- using a Venn diagram.

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P.I.S. ACTIVITIES CONT.

• Students will create a collage displaying a group
  of early Ohio settlers.
• Students will explore particular territories and
  their history, migration, economy, and population
  using the Ohio Public Library web site.
  (www.oplin.lib.oh.us/)
• Students will label various parts of a map where
  different cultures live.

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WORLD INTERACTIONS

• www.mapquest.com
• www.nationalgeographic.com
• www.historyplace.com
• www.mediahistory.com
• www.lonelyplanet.com

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WORLD INTERACTIONS ACTIVITIES

• Students will identify and label Ohios major
  landforms. A list will be provided to guide the
  students through their search.

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WORLD INTERACTIONS ACTIVITIES CONT.

• Students will research historical places
  throughout the world that have influenced Ohio is
  some aspect. With those places in mind, students
  will create a travel brochure describing a little
  bit about each place and why it is historically
  significant. Students should choose at least 4-5
  places. They may work in small groups of 2-3
  students.

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WORLD INTERACTIONS ACTIVITIES CONT.

• Students will identify what types of government
  exist in other countries. Along with a
  description students should include a country
  that currently practices that form.
• With the previous list in mind, the class will be
  divided into groups and each group will be
  assigned a different form of government to role
  play for the rest of the class.

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WORLD INTERACTIONS ACTIVITIES CONT.

• Students will find current newspaper and magazine
  articles that discuss U.S. trade relations with
  other countries. The articles will be brought
  into class and discussed to complement what the
  text has to say about our trading techniques and
  procedures.

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DECISION MAKING RESOURCES

• www.ncsa.edu
• Teacherpathfinder.org
• www.danzigercartoons.com
• Ofch.org
• www.awesomelibrary.org

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DECISION MAKING ACTIVITIES

• Given a list of items, students will identify
  each item as a want or a need and support their
  answer with a 1-2 sentence explanation.
• Given projected revenue and expected costs,
  students will create a balanced budget for the
  particular scenario that they are given.

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DECISION MAKING ACTIVITIES CONT.

• Students will create their own individual
  political cartoons that express something
  included in the Bill of Rights.

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DECISION MAKING ACTIVITIES CONT.

• Students will develop questions to interview a
  successful entrepreneur in their community. They
  will conduct their interview and share their
  answers with the rest of the class.
• In groups, students will invent and market a new
  product that will benefit society in some way.
  Students must create some sort of visual
  representation of this product, as well as a plan
  to sell the product.

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DEMOCRATIC PROCESS

• www.vote-smart.org
• www.congress.org
• www.legislature.state.oh.us
• www.whitehouse.gov
• www.discovery.com/guides/history

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DEMOCRATIC PROCESS ACTIVITIES

• Students will write a letter to a government
  official about an issue that they have strong
  feelings about.

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DEMOCRATIC PROCESS ACTIVITIES CONT.

• Based upon what the students know about the 3
  branches of government and the responsibilities
  of each, students will develop a chart or diagram
  displaying examples of the check and balance
  system that exists between the various branches.

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DEMOCRATIC PROCESS ACTIVITIES CONT.

• Students, as a class, will select one topic to
  debate on. The class will be divided into
  political parties and groups will have to
  research what their political party feels on that
  particular topic and support their opinions with
  facts.

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DEMOCRATIC PROCESSES ACTIVITIES CONT.

• Students will hold a mock election for various
  officers such as president, VP, secretary,
  treasurer. They will imitate the election process
  that the U.S. citizens use to elect our national
  officials.

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DEMOCRATIC PROCESSES ACTIVITIES CONT.

• The students will identify government officials
  of each branch of government at the local, state,
  and national levels. Then they will be given
  scenarios that call for government to either make
  the laws, enforce the laws, or interpret the
  laws. Students will identify what branch and what
  level would likely encounter this situation.

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CITIZENSHIP RIGHTS RESPONSIBILITIES

• www.kidsvoting.usa.org
• www.youthlink.org
• www.issues2000,org
• www.citizen.org
• www.gov.spot.com

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CITIZENSHIP RIGHTS RESPONSIBILITIES ACTIVITIES

• Students will compare different ballots used at
  the polls. They will evaluate the benefits and
  the weaknesses of these ballots. Based on their
  findings, they will develop an error-proof
  ballot to be used in the next election.

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CITIZENSHIP RR ACTIVITIES CONT.

• Students will discuss the Bill of Rights and
  develop their own Bill of Rights for the
  classroom.
• Students will develop questions for a survey on
  What Makes a Good Citizen, and conduct this
  survey to 15-20 member of their family and/or
  community.

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CITIZENSHI R RACTIVITIES CONT.

• Students will visit the web site www.civiced.org
  and write a reflective journal entry on how they
  can participate in governing our nation.

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CITIZENSHIP RRACTIVITIES CONT.

• Students will hold a mock trial in which all
  students will play a particular role. The goal is
  to show how difficult it is to enforce and
  interpret laws when it seems as though there are
  always 2 sides to the story.

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SCIENCE, TECHNOLOGY, AND SOCIETY

• Ohiozoo.org
• www.ohiokids.org/games/ohv.index.html
• www.lcwebz.loc.gov
• www.ohiotourism.com
• www.icom.org

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SCIENCE, TECHNOLOGY, AND SOCIETY ACTIVITIES

• Students will visit the web site
  www.lcwebz.loc.gov and click on Today in
  History to see what happened in different years
  on that same date
• Students will visit the site www.icom.org and
  take a tour through virtual museums.

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SCIENCE, TECHNOLGY, AND SOCIETY ACTIVITIES CONT.

• Students will visit www.ohiotourism.com and
  select 5-7 places in Ohio they would like to
  visit. With a partner, they will plan a trip.
  Plan should include means of transportation,
  projected costs, where they will stay, and an
  itinerary or agenda.

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SCIENCE, TECHNOLOGY, AND SOCIETY ACTIVITIES CONT.

• Students will visit the web site
  www.amsih-heartland.com and see how the level of
  technology in their lifestyles differs from their
  own.
• Students will visit the web site
  www.ohioflight.org and prepare a 2-3 minute oral
  presentation on what they learn.

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CONCLUSION

• After completing these activities and visiting
  the web sites, I feel that the children and the
  teacher will have a better understanding of our
  state. Students will learn how to find out
  additional information about Ohio as well as some
  historical background. These web sites and
  activities will help to create well-rounded
  citizens.