Social Studies

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Social Studies

• Ohios Model Competency Based Program
• Technology Project

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Tiffany Miller

• Ed 417 02
• Wright State University

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The seven strands are used at all grades levels

• The activities included in this presentation
  will focus on using the strands to create on the
  1st grade level for social studies instruction.

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Table of Contents

• Strand 1 - American Heritage
• Strand 2 People in Societies
• Strand 3 World Interactions
• Strand 4 Citizenship rights and
  responsibilities
• Strand 5 Democratic Processes
• Strand 6 Decision Making and Resources
• Strand 7 Science, Technology, And Society

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American Heritage

• The first strand the American Heritage Strand
  deals with learning about the people, places, and
  events that helped to make America a unique
  country to live in. At the same time, it also
  helps to build an understanding about the
  commonalities we as Americans share with people
  of other countries.

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American Heritage

• Objectives
• The learner will
• Listen to and reconstruct the sequence of events
  of a historical narrative
• Distinguish between broad categories of time
• Explore placement of events on a timeline
• Raise questions about the past

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American Heritage Activities

• Read a story to the students about a famous
  person or historical event and have them dictate,
  draw or write what happened at the beginning,
  middle, and end of the story.
• Have the students put together a timeline of the
  the classroom events taking place throughout the
  entire year using pictures along the wall or on a
  string of yarn.
• Have students make a United States flag collage.
  Students understand that the flag is a national
  symbol, explain what the stars and stripes stand
  for, and appreciate the role national symbols
  play in our society

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American Heritage Activities Cont.

• Discuss the term legend. Read The Legend of the
  Bluebonnet. This story is about a Comanche girl
  who has lost her entire family to famine. She has
  to decide whether to sacrifice her most valued
  possession to save her people. She-Who-Is-Alone
  throws her beloved doll into the fire as a
  sacrifice to save her people. Discuss the story
  with the class. Have the students write about a
  legend they have heard in their journals.
• Read a story about Columbus's trip that mentions
  both the positive and negative sides to
  Columbus's encounter with the Indians. Stephen
  Krensky's Christopher Columbus or David Adler's A
  Book of Christopher Columbus are two books that
  could be used. Read the story and discuss the
  events. Show a large map of the world pointing
  out where Columbus sailed.
• Have students pick a partner and tell them events
  that have happened in their past and present, and
  also what they would like to happen in the
  future.

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American Heritage Related Websites

• http//www.ncss.org/
• http//www.ohiohistory.org/resource/oahsm/index.ht
  ml
• http//lcweb2.loc.gov/amhome.html
• http//www.hyperhistory.com/online_n2/History_n2/a
  .html
• http//www.stanford.edu/group/King/

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American Heritage
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People in Societies

• The second strand the People in Societies strand
  focuses on the fact that the United States and
  the World have a variety of ethnic, racial, and
  religious groups. It also deals with gender and
  class issues.

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People in Societies

• Objectives
• The learner will
• Realize that citizens can trace their origins
• Identify which groups in society they belong to
• Realize that all members of a community are
  affected by changes in the community over time

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People in Societies Activities

• Have children explore their family heritage.
• In preparation for the activity, have children
  ask their parents and relatives to list the
  countries where their ancestors were born.
• Discuss family crests. Then brainstorm with
  children to get ideas that could represent their
  family histories or lives.
• Children will identify specific characteristics
  of their own neighborhood and share the
  information with their classmates. This activity
  will enable children to see that other
  neighborhoods can be different from their own,
  but also similar in many ways.

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People in Societies Activities Cont.

• Have students make a picture web to describe a
  place. Students discuss the characteristics of
  life in the country, in a suburb, and in a city.
  They compare and contrast general environmental
  differences and explore their immediate
  environment.
• As children study their own community, they also
  develop the framework for learning about other
  communities. In this activity, children interview
  a classroom visitor to learn about another
  community and discover what it has in common with
  their own.
• Each week study a different society(American,
  Asian, African etc)

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People in Societies Related Web Sites

• http//www.familysearchhttp//www.familysearch.org
  /.org/
• http//festivals.com/
• http//www.sas.upenn.edu/African_Studies/AS.html
• http//coombs.anu.edu.au/WWWVL-AsianStudies.html
• http//www.csuohio.edu/history/japan/index.html

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People in Societies
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World Interactions

• The third strand the World Interactions strand
  explores the connections people make around the
  world and the problems they encounter
  individually and with one another.

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World Interactions

• Objectives
• The learner will
• Explore recent historical events of other
  countries
• Recognize spatial relationships
• Develop map skills
• Compare physical and human characteristics in the
  local area to other countries
• Recognize there are similarities among people
  around the world.

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World Interactions
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World Interactions Activities

• Set up a pen pal system in which the students get
  to write to a student in another country
• Have the students choose a country and design
  their flag
• Have the students research a country and present
  their country to the class while wearing that
  countries clothing

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World Interactions Activities Cont.

• Have interest centers each week on a different
  culture
• Have the students watch the world news with their
  parents and report something they found
  interesting to the class
• Have a class discussion about the different types
  of transportation used around the world

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World Interactions Related Websites

• http//www.lonelyplanet.com/lp.htm
• http//www.nationalgeographic.com/
• http//www.citysearch.com/
• http//www.kidsvista.com/SocialStudies/geography.h
  tml
• http//metroscope.com/

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Decision Making and Resources

• The fourth strand the decision making and
  resources strand focuses on decisions individual
  and societies make regarding wants, and how the
  wants are obtained.

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Decision making and Resources

• Objectives
• The learner will
• Identify wants someone may have and ways they
  could obtain those wants through goods and
  services
• Identify choices people make to satisfy wants
  with limited resources
• Describe how people in different cultures work to
  earn income in order to satisfy wants

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Decision Making and Responsibilities
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Decision Making and Resources Activities

• Discuss the difference between a need and a want
  and have the students draw a picture or write
  their needs and wants
• Have a career day
• Begin a classroom recycling center
• Have a guest speaker on safety
• Have a class discussion about the telephone book,
  and the different types of jobs there are in the
  United States
• Create a class job chart

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Decision Making and Resources Related Web Sites

• http//www.cochran.com/corporate/
• http//ecedweb.unomaha.edu/
• http//www.awesomelibrary.org/
• http//www.factmonster.com/
• http//www.recycleroom.org/html/launch.html

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Democratic Processes

• The fifth strand the Democratic Processes strand
  focuses on the principles of democracy and how
  governments reflect these principles.

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Democratic Processes

• Objectives
• The learner will
• Recognize the need for rules
• Suggest and consider reasons for having persons
  in authority
• Recognize the need for fairness in rules

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Democratic Processes Activities

• Take a field trip to a government building
• Have the students write a class letter to a
  government official asking questions they want
  the answers to
• Have the students go on a virtual tour of the
  White House
• Have the class create a set of classroom rules to
  follow

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Democratic Processes Activities Cont.

• Talk to the students about what democracy means,
  and use voting on a regular basis to make class
  decisions
• Have a school mock vote for presidential
  elections

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Democratic Processes
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Democratic Processes Related Websites

• http//www.whitehouse.org/
• http//www.pbskids.org/
• http//kidsvotingusa.org/
• http//www.ed.gov/Family/agbts/
• http//congress.org/

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Citizenship Rights and Responsibilities

• The sixth strand focuses on issue that take
  place in an adults public life. This strand is
  used to help students to become good citizens as
  they grow older.

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Citizenship Rights and Responsibilities

• Objectives
• The learner will
• Observe and describe changes in the local
  community caused by natural and human activities
• Develop good citizenship traits
• Balance own desires with desires of others

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Citizenship Rights and Responsibilities
Activities

• Make a classroom constitution
• Have students make a United States flag collage.
  Understanding the flag is a national symbol is
  important.
• Make a class song about being a good citizen
• Have students design a postage stamp to honor a
  special person

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Citizenship Rights and Responsibilities
Activities Cont.

• Have class discussions on pollution and acid rain
• Teach mini-lessons on endangered species

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Citizenship Rights and Responsibilities Related
Websites

• http//www.yahooligans.com/
• http//www.cyberkids.com/
• http//atozteacherstuff.com
• http//www.teachershelpingteachers.com/

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Science, Technology, and Society

• The seventh strand the Science, Technology, and
  Society strand focuses on how important science
  and technology are in society today.

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Science, Technology, and Society

• Objectives
• The learner will
• Recognize the changes technology has brought us
• Explore multimedia activities

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Science, Technology, and Society Activities

• Discuss a different invention every week
• Have the students dictate which inventions make
  life easier for them
• Let the student explore a variety of multimedia
  on a regular basis
• Let the students create an invention they think
  will make life easier
• Use computers as a learning center everyday

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Science, Technology, And Society Related Websites

• http//www.npac.syr.edu/textbook/kidsweb/others.ht
  ml
• http//www.knowledgeadventure.com/home/
• http//ericir.syr.edu/
• http//www.teachnet.com/pals.html
• http//www.askjeeveskids.com/