By Jamie Horsley and Amy Frederick

1
Social Studies Standards Community

• By Jamie Horsley and Amy Frederick
• Grade 1
• ED 417

2
Table of Contents

• Social Studies Standard History
• History Activities
• History Websites
• Social Studies Standard People in Societies
• People in Societies Activities
• People in Societies Websites
• Social Studies Standard Geography
• Geography Activities
• Geography Websites
• Social Studies Standard Economics
• Economics Activities
• Economics Websites
• Social Studies Standard Government
• Government Activities
• Government Websites
• Social Studies Standard Citizenship Rights and
  Responsibilities
• Citizenship Rights and Responsibilities
  Activities
• Citizenship Rights and Responsibilities Websites
• Social Studies Standard Social Studies Skills
  and Methods

3
Social Studies Standard History

• Students use materials drawn from the diversity
  of human experience to analyze and interpret
  significant events, patterns, and themes in the
  history of Ohio, the United States, and the
  world.
• Benchmarks
• Place events in correct order on a timeline.
• Compare daily life in the past and present
  demonstrating an understanding that while basic
  human needs remain the same, they are met in
  different ways in different times and places.
• Recognize that the actions of individuals make a
  difference, and relate the stories of people from
  diverse backgrounds who have contributed to the
  heritage of the United States.

4
History Activities

• Research the history of the students community
  (or the school community). Make visuals (posters)
  to show what is learned.
• Have a discussion about how the community has
  changed through time.
• Interview members of the community to find out
  how the community is different than it was ten to
  twenty years ago. Questions might include What
  buildings are no longer around? What new
  buildings are around?
• Create a timeline of important events in the
  community.
• Learn about important figures in the national
  community. Research early settlers to find out
  what important contributions they made to their
  new communities.

5
History Websites

• Ohio Kids
• http//www.ohiokids.org/
• Kids Konnect
• http//www.kidskonnect.com/content/view/199/27/
• The Ohios Historical Society Kids Page
• http//www.ohiokids.org/archive/ohv/index.html
• A Timeline Activity with Childrens Books
• http//www.carolhurst.com/subjects/ushistory/time
  line.html
• Ohio Memory
• http//www.ohiomemory.org/
• Easy Fun School
• http//www.easyfunschool.com/article2277.html

6
Social Studies Standard People in Societies

• Students use knowledge of perspectives,
  practices, and products of cultural, ethnic and
  social groups to analyze the impact of their
  commonality and diversity within local, national,
  regional and global settings.
• Benchmarks
• Identify practices and products of diverse
  cultures
• Identify ways that different cultures within the
  United States and the world have shaped our
  national heritage

7
People in Societies Activities

• Discuss what makes a community, then create a
  classroom community.
• Invite someone from another community to talk
  about their community to share the similarities
  and differences of two communities.
• Create a Venn diagram to compare and contrast two
  communities.
• Explain and categorize different places within
  the community.
• Create a class collage of the community. Cut out
  newspaper and magazine clippings and make
  pictures to represent the community.

8
People in Societies Websites

• Kids next door
• http//www.hud.gov/kids/
• Mr. Rogers Neighborhood
• http//pbskids.org/rogers/
• What do they do?
• http//www.whatdotheydo.com/
• Fun school
• http//funschool.kaboose.com/
• Little Explorers
• http//www.enchantedlearning.com/Dictionary.html

9
Social Studies Standard Geography

• Students use knowledge of geographic locations,
  patterns, and processes to show the
  interrelationship between the physical
  environment and human activity, and to explain
  the interactions that occur in an increasingly
  interdependent world.
• Benchmarks
• Identify the location of the state of Ohio, the
  United States, the continents and oceans on maps,
  globes, and other geographic representations.
• Identify physical and human features of places.

10
Geography Activities

• Work with maps to see that our small communities
  make up larger communities. Many communities make
  up Dayton, many cities such as Dayton make up the
  Ohio community, etc.
• In groups, the students can create maps of the
  classroom. The map should include labels and a
  title.
• Visit a farm to see what activities are done in a
  rural area.
• After learning the different landforms of Ohio,
  the students will make a flap book about each
  landform.
• Create an alphabet chart listing different
  features of the community.

11
Geography Websites

• Mapquest
• http//www.mapquest.com/
• Ohio Kids
• http//www.ohiokids.org/index.shtml
• Enchanted Learning
• http//www.enchantedlearning.com/geography/landfo
  rms/glossary.shtml
• Site Safari
• http//homeschooling.about.com/gi/dynamic/offsite
  .htm?zi1/XJsdnhomeschoolingcdneducationtm15
  f10sup504.1.336.ip_tt2bt1bts1zuhttp3A
  //www.ohiokids.org/ss/index.shtml
• Ohio History and Activity Books
• http//homeschooling.about.com/od/toppicks/tp/ohi
  o.htm

12
Social Studies Standard Economics

• Students use economic reasoning skills and
  knowledge of major economic concepts, issues, and
  systems in order to make informed choices as
  producers, consumers, savers, investors, workers,
  and citizens in an independent world.
• Benchmark
• Explain how the scarcity of resources requires
  people to make choices to satisfy their wants.
• Distinguish between goods and services and
  explain how people can be both buyers and sellers
  of goods and services.
• Explain ways that people may obtain goods and
  services.

13
Economics Activities

• Read the book Sheep in a Shop, then discuss goods
  and services.
• Read the book If You Give a Mouse a Cookie.
  Discuss the concept of unlimited wants, then make
  a class book that has the same structure as If
  You Give a Mouse a Cookie. For example, students
  can write, If you give a teacher a cat, then she
  will want
• Play a game of charades in which each student
  draws a card with an action on it. After the
  students guess the action, they will categorize
  each action as being one of a producer or
  consumer.
• Read the book Berenstain Bears Trouble with
  Money. Create personal banks from containers
  (like an oatmeal container) and decorate.
• To learn about scarcity, the class will be
  divided into groups and each will be given a bag
  with a different number of objects. The students
  will have to decide how to divide that object
  between everyone in the group. The students
  should discuss the problems they faced when
  deciding.

14
Economics Websites

• Kids Bank
• http//www.kidsbank.com/
• Economics for Kids
• http//www.socialstudiesforkids.com/subjects/econ
  omics.htm
• Money matters for kids
• http//www.crownmoneymap.org/MoneyMap/Login/FrmLo
  gin.aspx
• Moneyopolis
• http//www.moneyopolis.org/new/home.asp
• Econkids
• http//econkids.rutgers.edu/

15
Social Studies Standard Government

• Students use knowledge of the purposes,
  structures and processes of political systems at
  the local, state, national and international
  levels in order to understand that people create
  systems of government as structures of power and
  authority to provide order, maintain stability
  and promote the general welfare.
• Benchmarks
• Identify elected leaders and authority figures in
  the home, school, and community and explain the
  reasons for having persons in authority.
• Recognize and explain the importance of symbols
  and landmarks of the United States.
• Explain the purposes of rules in different
  settings and the results of adherence to, or
  violation of, the rules.

16
Government Activities

• Have a classroom election in which children
  nominate their peers for official positions,
  create campaign posters, and vote for the
  candidates.
• Give the prompt, If I were president and let
  students write about what they would solve as
  president.
• Create a Venn diagram comparing and contrasting
  two candidates (the students can decide who to
  compare).
• Discuss the words and phrases of the pledge of
  allegiance and their meanings.
• Make posters about important figures in the local
  government with facts and pictures.

17
Government Websites

• Bens guide to U.S. Government for Kids
• http//www.proteacher.com/cgi-bin/outsidesite.cgi
  ?id9026externalhttp//bensguide.gpo.gov/origin
  alhttp//www.proteacher.com/090038.shtmltitleBe
  ns20Guide20to20the20U.S.20Government
• Whitehouse for Kids
• http//www.whitehouse.gov/kids/
• The official kids portal to the U.S. Government
• http//www.kids.gov/
• The U.S. treasury for kids
• http//www.kids.gov/
• Americas story
• http//www.americaslibrary.gov/cgi-bin/page.cgi

18
Social Studies Standard Citizenship Rights and
Responsibilities

• Students use knowledge of the rights and
  responsibilities of citizenship in order to
  examine and evaluate civic ideals and to
  participate in community life and the American
  Democratic system.
• Benchmarks
• Describe the results of cooperation in group
  settings and demonstrate the necessary skills.
• Demonstrate personal accountability, including
  making choices and taking responsibility for
  personal actions.

19
Citizenship Rights and Responsibilities
Activities

• Create a Class Citizenship Tree and have each
  student write on a branch. They will begin their
  sentences with, I can help others by
• Give the students this situation Youre at a
  school picnic and theres a long line for buying
  cold drinks. Youre really thirsty. You see a
  friend of yours way ahead of you in line. Should
  you ask your friend if you can cut in line? How
  is the idea of respect for others connected to
  this situation? How do others in line feel when
  somebody cuts in line? Allow students to write
  responses and share with the class.
• Have the students role-play a scenario in which
  they were supposed to memorize a story for class
  but did not because they played video games all
  night. What is the student going to do? Why are
  our responsibilities important?
• Go on a field trip to visit a volunteer
  organization.
• Have the students make decorations for a class
  party (decorations should be related to
  responsibilities concepts).

20
Citizenship Rights and Responsibilities Websites

• Citizenship Resources
• http//www.blss.portsmouth.sch.uk/resources/citiz
  .shtml
• UNICEF
• http//www.unicef.org.uk/tz/rights/index.asp
• US citizenship Library
• http//www.uscitizenship.info/citizenship-lib-chi
  ldren.htm
• Citizenship Pieces
• http//www.citizenship-pieces.org.uk/
• Kids Next Door
• http//www.hud.gov/kids/

21
Social Studies Standard Social Studies Skills
and Methods

• Students collect, organize, and synthesize
  information from multiple sources to draw logical
  conclusions. Students communicate this
  information using appropriate social studies
  terminology in oral, written, or multimedia form
  and apply what they have learned to societal
  issues in simulated or real-world settings.
• Benchmarks
• Obtain information from oral, visual, print, and
  electronic resources.
• Predict outcomes based on factual information.
• Communicate information orally, visually, or in
  writing.
• Identify a problem and work in groups to solve it.

22
Social Studies Skills and Methods Activities

• Students will use the internet to find out facts
  about their state community. They will have a
  worksheet to guide them.
• Students will research an interesting fact not
  included in the worksheet. Each student will
  present his/her fact to the class orally and
  visually, with pictures for each presentation.
• Have a discussion about change in a community.
  Knowing information about the past, what do you
  think will change in the near future? Students
  should each write about what they think will
  change in the community and explain why.
• Take a field trip to the local community library.
  Request that the librarian show the children the
  different resources available to them (different
  types of print sources, multimedia resources,
  etc.).
• Enlarge a map of the community. Have the students
  work in small groups to tell directions to get
  from one point in the community to another point
  using directional terms.

23
Social Studies Skills and Methods Websites

• Enchanted Learning
• http//www.enchantedlearning.com/usa/states/ohio/
  
• Things To Do
• http//www.thingstodo.com/states/OH/facts.htm
• 50 States
• http//www.50states.com/facts/ohio.htm
• Education America
• http//www.educationamerica.net/facts/index.phtml
  ?sidoh
• World Almanac for Kids
• http//www.worldalmanacforkids.com/WAKI-ViewArtic
  le.aspx?pinwwwwak-424article_id766chapter_id1
  5chapter_titleUnited_Statesarticle_titleOhio