SOCIAL STUDIES COURSE OF STUDY

1
SOCIAL STUDIESCOURSE OF STUDY

• ALLISON WALLACE
• 4TH GRADE

2
1st GOAL

• To enable students to gather and interpret
  information using perspectives from appropriate
  fields of socials studies, to use methods and
  skills drawn from the social studies and to
  actively engage in learning.

3
2nd GOAL

• To enable students to explain how the worlds
  people cope with challenges of existence, examine
  issues from multiple perspectives, and respect
  individual and cultural diversity.

4
3rd GOAL

• To enable students to work with others, make
  informed judgement and decisions, and act in
  accordance with democratic processes and
  principles.

5
AMERICAN HERITAGE
http//cvip.fresno.com/jsh33/
http//xroads.virginia.edu/1930s/front.html
http//earlyamerica.com/
http//www.law.emory.edu/FEDERAL/usconst.html
http//usacitylink.com//usa/default.html
6
ACTIVITIES

• Make a timeline plotting events occurring
  throughout U.S. history.
• Discuss cause and effect relationships like the
  existence of swamps and the production of coal.
• Discuss alternative cause and effect
  relationships like What if the British would
  have won the Revolution?

7
MORE ACTIVITIES
? Identify significant individuals and events in
state history and explain their significance.
Examples Tecumseh and Neil Armstrong.
? Investigate the cultural diversity of an area
by listing the various types of churches and
recreational activities.
8
PEOPLE IN SOCIETY
http//www.ohiohistory.org/places/miamisbg
http//www.artcom.com/museums/vs/mr/45895.htm
http//members.aol.com/ntgen/taylor/hmcbio.html
http.//www.geocities.com/Athens/Olympis/5870
http//ohiobio.org/
9
ACTIVITIES
1. Identify various cultural groups that have
settled in Ohio.
2. Imagine you are a mound builder and decide
which of your treasures you would like to bury.
3. Indicate on a map where various cultural
groups have settled in Ohio.
10
MORE ACTIVITIES
4. Discuss various customs of different cultural
groups and make a booklet depicting these
specific customs.
5. Divide class into groups and have each group
research an report on one of Ohios ethnic groups.
11
WORLD INTERACTIONS
http//geography.about.com/library/maps/blindex.ht
m
http//welcome.to/state_maps
http//ohioline.ag.ohio-state.edu/b472
http//fermi.jhuapl.edu/states/oh_0.html
http//www.avis.com/maps_and_directions/road_maps/
oh.html
12
ACTIVITIES
1. Use maps to locate major landforms and bodies
of water in Ohio, the United States, and other
nations in the world.
2. Use Rand McNally Ohio desk maps or off road
maps to locate familiar places and cities on a
map.
3. Study similarities and differences of various
map symbols and have children create their own
map legend.
13
MORE ACTIVITIES
4. Using an Ohio map, interpret the legend to
describe climate, natural vegetation and
resources.
5. Describe the location of Ohio relative to
other states, nations and physical
features of the world like Canada and the
Mississippi River.
14
DECISION MAKING AND RESOURCES
http//www.tisc.org/cooper.html
http//www.msha.gov/
http//www.levistrauss.com/
http//www.d261.k12.id.us/tip/smallbus.htm
http//www.shareastock.com/investing.htm
15
ACTIVITIES
1. Identify the resources needed to produce a
good or service and classify each resource by the
factors of production creativity.
2. Make a large outline of Ohio. Draw symbols
for products produced in Ohio and cut and paste
them on the correct area of the map. At the
bottom make a key of the symbols.
16
MORE ACTIVITIES
3. Trace the resources needed to make a pair of
jeans. For example cotton seeds, farm workers,
weaving machines etc.
4. Design a class business to use the factors of
production such a making and distributing secret
Valentine hearts.
5. Read Making Cents, Every Kids Guide to Money
by Elizabeth Wilkinson.
17
DEMOCRATIC PROCESSES
http//www.state.oh.us/
http//www.legislature.state.oh.us/
http//www2.links2go.com/more/www.ohio.gov
http//www.accessatlanta.com/community/groups/shul
tzsclass
http//www.socialstudieshelp.com/Government_C
18
ACTIVITIES
1. Discuss the purposes of state government.
2. Discuss the laws, regulations and decisions
that govern a state.
3. Discuss the basic function of each branch of
local, state and federal governments.
19
MORE ACTIVITIES
4. Make a chart of the branches of government of
local, state and federal.
5. Set up a class government. Have the class
divided into the three branches of government and
discuss the various jobs of the branches and have
students makes decisions regarding class actions.
20
CITIZENSHIP RIGHTS AND RESPONSIBILITIES
http//www.ned.org/
http//www.state.oh.us/
http//www.gmu.edu/departments/tipp/
http//www.pscs.umich.edu/Software/ComplexCoo
http//www.50states.com
21
ACTIVITIES
1. Discuss how to differentiate between opinions
and facts.
2. Give the students a series of statements
about public issues or policies and have them
identify each as fact or opinion.
3. Discuss the ordinances, laws, regulations and
decisions that govern the local community and
state.
22
MORE ACTIVITIES
4. Identify and discuss the the personal
characteristics that are conducive to group
decision making, cooperative activity, and
personal involvement in the community.
5. Take a field trip to the state capital and
watch a governmental session.
23
CONCLUSION
Because of the activities and discussions
throughout the year, the students should have a
good understanding of Ohio and the factors that
affect the governing and resources of the state.