Ohio Department of Education Social Studies Model for the Third Grade

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Ohio Department of Education Social Studies Model
for the Third Grade Sarah Mitchell Spring 2000
ED 417
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Introduction and Rationale A social studies progr
am that studies the past and present is vital for
preparing todays students to make informed and
responsible decisions as good citizens.
Social Studies Ohios Model Competency-Based
Program has been designed by the Ohio Department
of Education to give direction to school
districts when writing their own social studies
curriculum, and to ultimately improve the current
quality of social studies learning.
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The following are goals and a few objectives of
the ODE Social Studies Model and should be used
as a guide for each year of schooling
Goal 1 To enable learners to gather and
interpret information using perspectives from
appropriate fields of social studies, to use
methods and skills drawn from the social studies,
and to actively engage in learning.
The student will 1. use current resources and
technology to gather information
2. identify, develop, and examine issues by
applying ideas and methods of the social studies
3. read and make inferences based upon
information drawn from a variety of sources
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Goal 2 To enable learners to explain how the
worlds people cope with the challenges of
existence, examine issues from multiple
perspectives, and respond to individual and
cultural diversity. The learner will 1.use econ
omic, geographic, historical, and political
understandings to examine how people address
questions of existence 2.examine issues by using
diverse perspectives to interpret information
3.appreciate the historical and contemporary
influences on the individual and on groups
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Goal 3 To enable learners to work with others,
make informed judgements and decisions, and act
in accordance with democratic processes and
principles. The learner will 1. work independen
tly to accomplish goals 2. work cooperatively (as
a participant and leader) to accomplish shared
goals 3. develop reasoned judgements to support,
reject, or create alternative issue positions
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Communities and community life is the focus of
the social studies curriculum at the third grade
level. Strand 1 American Heritage The learner w
ill 1. measure time by years, decades, and centu
ries. 2. explore local historical developments.
3. investigate narratives and/or documents.
4. explore sources of information about local
history. 5. investigate the influence of geograph
y on the history of the local community.
6. observe and record changes in the community.
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Activities 1. Have each student create a timelin
e of the important events in their lives.
2. Find and read documents of biographies from
local Native Americans. Have each student present
their information to the class.
3. Visit the Air Force Museum and discuss the
importance of flight to Daytons local history. .
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Activities continued 4. Have the students int
erview a senior citizen in the
Community about life when they were growing up.
Students can compare/contrast life then and now
. 5. Watch the local weather forecasts on T.V. e
ach day for a week. Allow the students to make
predictions the previous day, and at the end of
the week create a graph of the daily
temperatures. Have a local meteorologist come in
and talk about the typical weather patterns of
the area.
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Websites 1. Current weather maps/movies http//
wwx.msu.edu.weather 2. Dayton Daily News www.acc
ess-dayton.com 3. Dayton, OH home page www.dayto
n.com 4. Air Force Museum www.wpafb.af.mil/museu
m/index.htm 5. The History Channel www.historych
annel.com
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Strand 2 People in Societies The learner will
1. Describe the various cultural groups that have
settled into the local community and plot on a
map their settlement patterns.
2. Determine why various cultural groups settled
where they did in the local community.
3. Recognize the diverse nature of society by
identifying and describing the characteristics of
different groups of people in the community.
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Activities 1. Discuss the Amish beliefs and wher
e they have settled in Ohio. 2.Study the differen
t ethnic groups prevalent in the community and
have students investigate why they settled where
they did. 3.Create a chart comparing the differen
ces and similarities between the different
cultural groups in the community.
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Activities continued 4. Wear traditional clothin
g and eat traditional foods from the community in
the past. 5. Learn a tradition from a local ethni
c group. (example a Native American dance)

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Websites 1. Dayton education www.dayton.net/edu
2. Ohio Department of Education www.ode.ohio.ed
u 3. Ohio Home page www.ohio.gov 4. American In
dian Educational Center http//community.clevelan
d.com/cc/AIECI 5. Paul Lawrence Dunbar House www
.ohiohistory.org/places/dunbar
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Strand 3 World Interactions The learner will 1
. Develop map skills. 2. Compare maps showing loc
al communities and chart the most common
attributes. 3. Use maps and globes to point out t
he location of the community, state, country, and
continent relative to other places.
4. Cite examples of how different cultures use
goods, services, and resources.
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Objectives continued 5. Locate areas that provid
e resources to Ohio and areas which receive
resources from Ohio, considering how resources
are moved. 6. Compare the local community with co
mmunities of selected cultures around the world.
7. Explore the concept of region to illustrate
the boundaries of a neighborhood and suggesting
how it may be defined.
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Activities 1. Using cardinal directions, have th
e students describe how to get to their homes
from the school using words. 2. Using cardinal di
rections, have the students draw a map of their
neighborhood. 3.After researching the goods and s
ervices produced in the local community, take the
students on a field trip to one of the places
that they learned about.
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Activities continued 4. Take a field trip to fin
d local examples of hills, valleys, lakes,
streams, buildings, etc. 5. Create webpals for ea
ch student with students in other areas of the
country or world. Have them compare and contrast
their hometown communities.
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Websites 1. Geography for Kids www.science-st
ore.com/earth/p-geography/ep210.htm
2. Ohio Tourism www.ohiotourism.com
3.Lonely Planet www.lonelyplanet.com
4. E-conflict World Encyclopedia
http//www.emulateme.com 5. USA Citylink home pag
e www.city.net/countries/united-states
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Strand 4 Decision Making and Resources
The learner will 1. Categorize economic activiti
es as examples of production or consumption.
2. Select a good and suggest the land and labor
resources necessary for its production.
3. Itemize the costs and benefits of alternative
consumer choices and determine the opportunity
costs. 4. Identify different forms of money and r
ecognize that money is used to purchase goods and
services, or to save. 5. Suggest why people save
money. 6. Identify goods and services provided by
local government and how people use them.
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Activities 1. Study the various government oper
ated services like the library and post office,
and take a field trip to one of them to discover
their importance. 2. Create a store where student
s have a certain amount of money to buy objects.
They can learn principles of saving and spending
as they make a budget to buy what they want.
3. Present the students with three types of snack
foods and have them decide in groups which one
they would purchase based on cost and preference.
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Activities continued 4. Visit a local manufactur
ing company to discover the goods and resources
necessary for producing needed and wanted items.
Let the students learn that the more labor
required for a good the more expensive it is to
buy it. 5. Have students keep a record of one day
s activities and make a graph categorizing each
activity as either production or consumption.
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Websites 1. Miami Valley Business Directory www
.miamivalley.com 2. Econopolis http//tqjunior.a
dvanced.org/3901 3. The U.S. Mint H.I.P. Pocket C
hange http//ww2.usmint.gov/kids/index.html
4. Government and Economic Facts for Kids
www.netforyou.net/kidszone/gov-ec/htm
5. Oingo Online Education on Economics for
Kids www.oingo.com/topic/220/220190.html
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Strand 5 Democratic Processes
The learner will 1. Identify the purposes of loc
al government. 2.Link examples of governmental ac
tions with the purposes of local government.
3. Examine current issues and determine when
his/her interests and the public good are
involved. 4. Discuss how a community group can or
ganize to address the public good.
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Activities 1. Have students clip out newspaper a
rticles about local government and decide how the
governments actions will affect them.
2.Have a local government official come in and
speak to the students about the importance of
being an active citizen in the community.
3. The students can make a chart of the five
purposes of local government and give examples of
each that fulfill these purposes.
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Activities continued 4. Have the class discuss s
ome of the advantages and disadvantages of
running the school like a democracy. How do the
rules get created, and does the body that create
them act like a county commission or the U.S.
Congress? Who enforces the rules, and are
disputes resolved? 5. Study the famous politician
s from your community and/or state. Each student
can do a PowerPoint presentation on one. Why are
they famous?
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Websites 1. Ohio Home Page www.ohio.gov 2. The
Columbus Dispatch www.columbusdispatch.com
3. Welcome to the White House www.whitehouse.gov
4. U.S. House of Representatives
www.house.gov 5. Dayton Home Page www.dayton.com
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Strand 6 Citizenship Rights and
Responsibilities The learner will 1. Locate sou
rces of news and acquire information regarding
local issues. 2. Identify factual statements in s
ources of news. 3. Take part in creating rules ba
sed on the idea of fair play, selecting persons
to serve in positions of authority, and following
directions and rules. 4. Develop citizenship trai
ts. 5. Facilitate a project to improve the physic
al environment of the school or community.
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Activities 1. Have the students choose one subje
ct such as education or the weather and clip out
appropriate news articles for a week. Then they
can make it into a scrapbook and compare the
events that took place that week.
2. Create a set of class rules that everyone
feels is appropriate and agrees to.
3. Take a collection of food items to the local
food shelter, and if possible, let the students
distribute it.
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Activities continued 4. Arrange a time for the s
tudents to tutor or read to younger students.
5. Write a class letter to the local newspaper
about a concern they have in the
community.(example street and park safety)
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Websites 1. Dayton Daily News www.access-dayton
.com 2. Best News Site www.chron.com 3. Global
Internet News Agency www.gina.com/gina
4. Kidlink www.kidlink.org 5. Project Vote Smart
www.vote-smart.org/index.html
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The following are performance objectives for the
third grade 1. Given a set time period and a nar
rative about the community, the learner will
record changes that occurred. 2. Given the popula
tion of the local community, the learner will
describe cultural groups that live there.
3. Given a map of the local community, the
learner will locate physical and human features.
4. Given a consumer decision, the learner will
itemize the costs and benefits of alternative
choices, including opportunity cost.
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Performance objectives continued
5. Given an example of a local government
activity, the learner will describe how the
activity addresses a purpose or purposes of
government. 6. The learner will work with others
to govern a group activity, as evidenced in part
by the capacity to a. help create rules b. se
lect leaders c. follow directions and rules
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A social studies program must put students in
situations where they can use their knowledge,
skills, and democratic principles they have
learned. The activities in this presentation do
that, with the ultimate goal of the students
becoming active and educated citizens in the
community.
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Teachers and parents alike must take
responsibility for teaching children to solve pr
oblems and make informed decisions.
By appropriately using the Ohio Department of
Educations Model for the Social Studies Program
, we can be confident that the children of today
will become the capable leaders of
tomorrow. The End