ED 417

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ED 417 Power Point Presentation Grade 4 Subject
Social Studies
Jennifer Ellerbroek Carolyn Mitchell Abby
Nosker Amy Samborsky
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The mission of this fourth grade social studies
program is to help young people understand,
through the study of the past and present, what
it means to be a human being in society and
develop the ability to make informed and reasoned
decisions for the public good as citizens of a
diverse, democratic society in a world of limited
resources.
Rationale
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Goals

• Strand I- AMERICAN
  HERITAGE
• Place events in order on a time line.
• Locate and use books and resources to find out
  about a topic in history.
• Relate major events and individuals in state
  history to time periods in the history of the
  nation and the world.

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• Strand II- PEOPLE IN SOCIETIES
• Identify the different races, ethnic groups,
  and religions that live or have lived in Ohio.
• Explain how the people of different races,
  ethnic groups, and religions have helped in the
  development of Ohio.
• Tell about customs, traditions, and needs of
  the races, religions, and ethnic groups of Ohio.

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• Strand III- WORLD INTERACTION
• Use a number/letter grid system or map key to
  locate places on the map.
• Use maps and diagrams to recognize continents,
  major land forms, and bodies of water by their
  shapes and major physical features.
• Find Ohio in relation to other states and
  regions of the U.S. and to major physical
  features o North America.

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• Strand IV- DECISION MAKING AND RESOURCES
• Identify factors of production such as land,
  labor, capital, and entrepreneurship.
• List what is needed to produce a product or
  service.
• Know the difference between production and
  consumption.

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• Strand V- DEMOCRATIC PROCESS
• Identify the jobs of the legislative,
  executive, and judicial branches of the
  government.
• Tell the function of the departments of state
  government in the U.S.
• Tell the functions of local government.

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• Strand VI- CITIZENSHIP RIGHTS AND
  RESPONSIBILITIES
• Tell the difference between fact and opinion
  presented through local media.
• Identify our personal responsibility with
  working in groups through the community.
• Identify the elements of rules relating to fair
  play.

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American Heritage Web Pages
http//www.ohiohistory.org/resource/oahsm/index.ht
ml http//www.geocities.com/Athens/Forum/9061/ind
ex.html http//www.chicagohs.org/fire/index.html
http//www.dol.gov/dol/asp/public/programs/histor
y/main.html http//lcweb2.loc.gov/amhome.html
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American Heritage Activities

• How Civilized?
• In this lesson plan, students investigate
  the Internets role in "preserving" the aspects
  of colonial life by creating an "Internet
  scavenger hunt," a collection of Web sites and
  related questions pertaining to the
  infrastructure and daily life of the colonists.

• Let Me Tell You About My State
• This activity is proposed as an alternate to
  using the social studies text in grade four. It
  includes integration of critical thinking skills,
  reading skills, research, and report writing
  skills.

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• American History
• The purpose of this lesson is to review the
  importance historical events and time periods of
  United States history from
• discovery to the present. Through the use of
  art, crafts, drama,
• music, and dance, students can acquire a better
  understanding of the important contributions of
  individuals as well as cultural
• groups, and their impact on U.S. history. This
  lesson is used to
• culminate all the units studied during the year.

• Life on the Mississippi
• To familiarize students with the importance of
  the river with its transportation, drinking
  water, food, commercial purposes, and
• travel.

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• Oregon Trail Diary
• Announce to the students that they are about
  to move west and will be keeping a diary about
  their adventures. They must do the following
  before the next class day
• a) Create a new identity for themselves.
  This would include an old-fashioned name, age,
  occupation, spouse, and family (minimum of two
  children and possibly grandparents, cousins,
  uncles or aunts living with them). Having a
  spouse is required because most adults were
  married then.
• b) Find or make some kind of book to write
  in and some type of ink to write with. One idea
  is to "age" paper by wadding it up, dipping it in
  tea or coffee, and once dry, binding it in some
  manner.

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People in Societies Web Pages
http//www.sas.upenn.edu/African_Studies/AS.html
http//coombs.anu.edu.au/WWWVL-AsianStudies.htm
l http//www.cs.cmu.edu/afs/cs.cmu.edu/user/clame
n/misc/Canadiana/README.html http//festivals.co
m/ http//www.lam.mus.ca.us/webmuseums
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People in Societies Activities

• Good Apples
• The purpose of this lesson, used during the
  early part of the school year, is to introduce
  the concept that everyone is the same in some
  ways and different in others.

• Community Helpers
• The purpose of this lesson is to help the
  children realize that it takes many, varied jobs
  for a city or town to work as a community.

• Native American Culture
• The students will learn about another race
  of People and their
• culture, lifestyle and about the many different
  and important
• contributions they have made to benefit the
  American
• people.

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• Developing Relationships
• This lesson is designed to help elementary age
  students develop relationships with older people.

• Current Events
• To acquaint students with different nations,
  their locations, and their cultures.

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World Interactions Web Sites
http//www.lonelyplanet.com.au/lp.htm
http//www.kidsvista.com/SocialStudies/geography.h
tml http//www.vtourist.com/webmap/
http//www.earth.nasa.gov/ http//cityguide.lyco
s.com/
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World Interaction Activities

• Looking into the Mirror
• Students often fail to feel and understand
  the impact of racial, cultural, and/or
  socio-economic intolerance in their own lives in
  relation to other individuals. For this reason,
  this lesson is intended to deliver a vivid
  portrayal of intolerance and inequality.

• The Importance of Imports
• Students will become more aware of the
  events happening in their city, state, nation,
  and world.

• Where in the World?
• The students will be able to transfer what
  they see on the
• globe to a flat map. They will be familiar with
  large or major land
• masses as well as major rivers. The students
  will be able to point
• out major countries of the world as well as major
  cities.

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• The World on a String
• This is a total group lesson using the
  themes of geography to illustrate the
  interdependence of countries. Group discussion
  and an activity are used to teach the objective.

• Longitude and Latitude
• The purpose of this activity is for students
  to locate various
• locations on a map or globe using longitude and
  latitude.

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Decision Making and Resources Web Sites
http//www.cochran.com/cochran/default4.html
http//www.bog.frb.fed.us/ http//ecedweb.unomah
a.edu/ http//www.ncsa.uiuc.edu/edu/RSE/RSEyello
w/gnb.html http//www.frbchi.org/
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Decision Making and Resources Activities

• Conflict Resolution and Decision Making
• This lesson encourages students to think of
  different ways in which they may solve their
  problems. The traditional "My father can beat up
  your father" or "I'll see you in court" are
  old-fashioned approaches to problem solving.

• Behavior Game
• Knowledge is internalized. Throughout the
  year the
• experience of the game can be used as a reference
  point, such as "Do you remember how you felt
  when....?" The debriefing session is the KEY.
  Players communicate and explore who did what to
  whom, when and why. Anticipation of potential
  aggressive or inappropriate behavior can be
  easily dispelled.

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• Propaganda Techniques
• In Advertising, Media, Politics Warfare. It's
  important to understand the techniques of
  propaganda and how they work. It's also rather
  fun. As you become more familiar with these
  techniques, you will begin to spot messages
  hidden in places and in ways you never noticed
  before.

• Persian Gulf War
• This lesson introduces to the class the
  geographical areas in which the Gulf War took
  place, history about conflicts which took place,
  and why they occurred.

• Post Nuclear War Survival
• This unit sets up a hypothetical dilemma
  and asks students to offer solutions based on
  their own reasoning and problem-solving
• skills. The unit begins with a scenario of
  nuclear war and requires students to make
  decisions which may affect the survival of
  mankind.

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Democratic Process Web Sites
http//www.piperinfo.com/index.cfm
http//oyez.nwu.edu/ http//www.whitehouse.gov/WH
/Welcome.html
http//www.senate.gov/
http//www.ifes.org/
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Democratic Processes Activities

• Forming A Government
  The lesson
  finds the students on an island after their ship
  has wrecked, or their plane has crashed. Food,
  fresh water, and shelter are in short supply. The
  students must form a government, develop laws and
  penalties.

• How to know if youre a Democrat or Republican
• This lesson plan can be used for any
  political science class and will give students a
  good understanding of the political parties.
  Students will learn what radicals, liberals,
  conservatives, and reactionaries are.

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• Election Ads 
• Create ad story boards and evaluate political
  ads for historical figures.

• Arrest
• The purpose of the activity "Arrest" is to
  give students first hand knowledge about an
  arrest of a classmate and his/her subsequent
  trial. Students become active participants in the
  legal process as they become witnesses, jurors
  and defendants in a trial.

• The Presidential Campaign Game
• The purpose of this political game is to
  give the students experience in working within
  the political process. The game will also give
  the students an understanding of the many
  dimensions of the political process and what is
  needed to manage a political campaign.

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Citizenship Rights and Responsibilities Web Sites
http//kidsvotingusa.org/
http//www.citizen.org/
http//www.kidsvista.com/SocialStudies/government.
html
http//www.youthlink.org/
http//www.ed.gov/Family/agbts/
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Citizenship Rights and Responsibilities Activities

• The Voting Game
• Students will be able to classify
  political parties between the radical-conservative
  range. Students will identify their interests
  with a political party.

• Citizenship and the Constitution
• The purpose of this lesson plan is to
  identify government officials and resources on a
  local, state and national level. To demonstrate
  an understanding of the government on a local,
  state and national level.

• Promote a City Posters
• Students will gain a better understanding
  of his or her own state and the variety of places
  to visit close to home.

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• Do I Have a Right to Privacy?
• A lesson plan based on the 4th amendment
  role-playing.

• Political Debate
• To stimulate a political debate based upon
  issues
• relevant to third and fourth graders, their
  parents, and the
• community. To introduce and develop the concept
  that an informed voter uses his/her voting power
  to support issues that are important to him/her.

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Conclusion
It is hoped that through this presentation,
students will gain a better understanding and
appreciation for the world in which we live. We
hope that this presentation will help young
people understand, through the study of the past
and present, what it means to be a human being in
todays society. This presentation was designed
to help students develop the ability to make
informed and reasoned decisions for the public
good as citizens of a diverse, democratic society
in a world of limited resources.