Social Studies Technology ProjectThe Ohio Model

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Social Studies Technology Project--The Ohio Model
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GRADE 4

• Angie Stover
• Allison Palser
• Dawn Hughes
• Karla Gaier

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RATIONAL
The social studies program for the fourth grade
examines the six strands by using the fifty
states as the context for study. Particular
emphasis is given to Ohio, its past, its people,
and its institutions. Ohios links with other
states, as well as the rest of the world, enable
students to explore enduring social studies ideas
in a familiar setting.
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Instructional Objectives

• American Heritage
• People in Societies
• World Interactions
• Decision making and Resources
• Democratic Processes
• Citizenship Rights and Responsibilities

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American Heritage

• In the fourth grade students will
• Group state events by broadly defined historical
  eras and place them in sequence
• Explore cause and effect relationships by
  creating a time line of state events
• Explore sources of information about Ohio history
• Identify significant individuals and events in
  state history and explain their importance
• Investigate the geography of Ohio
• Use maps and aerial photos to detect uses of the
  environment
• Will point out the political boundaries of a
  local community and identify common
  characteristics of the community

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ACTIVITIES--American Heritage

• Have students choose a famous Ohioan and create a
  small speech about the individuals life.
• Students can link to the Oregon Trail web site
  and learn, interactively, about the Ohio
  Pioneers.
• Students can create State-Alphabet books about
  Ohio.
• Students, in groups, can make classroom-size
  timelines of great events in Ohios history.
• Using topographic maps, students can find the
  different levels of land and the areas in which
  the glacier came across.

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WEBSITES--American Heritage

• http//www.ohiohistory.org/resource/html
• http//www.state.oh.us
• http//www.rootsweb.com/usgenweb/oh/ohfiles.htm
• http//www.kidport.com
• http//www.isu.edu/trimich.oregontrail.html
• http//www.co.lake.oh.us/websites.histdoc.htm

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People in Societies

• By Allison Palser

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The learner will

• Identify various cultural groups that have
  settled in Ohio.
• Examine the contributions of people of various
  cultural groups to Ohios development.
• Indicate on a map where various cultural groups
  to Ohios development.
• Indicate on a map where various cultural groups
  have settled in Ohio.

• Examine how Ohios government deals with the
  needs and demands of various cultural groups,
• Identify how members of Ohios various cultural
  groups make a living.
• Compare customs, traditions, and needs of Ohios
  various cultural groups.

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Websites

• www.kidlink.org
• www.webofculture.com
• www.historyserver.org
• www.eduweb.com
• www.jwindow.net

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Activities

• The child will develop a definition of the word
  culture. They will then write an essay including
  information about their culture.
• The class will work together to create a
  multicultural calendar. They will fill in dates
  holidays and other important events from the
  cultures that they choose.
• The class will identify historical mounds in
  Ohio, and find out which Indians created these
  landmarks. The students can even create mounds
  of their own.
• The class will have a culture day in which the
  students and teachers will bring in food,
  pictures, souvenirs to share the difference of
  cultures.
• The student will create a story about exploring
  another culture.

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World Interactions

• By Allison Palser

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The learner will

• Develop map skills
• Use maps as a source of information
• Demonstrate the relationship between historical
  events in Ohio, nations and world.
• Describe factors that helped influence the
  location, growth, and development of places in
  Ohio.
• Create tables, charts and graphs to compare
  climate, vegetation, and resources in Ohio.

• Recognize that the government if Ohio deals with
  the governments of other nations.
• Recognize the interdependence of Ohios economy
  with nations around the world.
• Define a region of the basis of its common
  characteristics.

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Websites

• www.atlapedia.com
• www.csun.edu
• www.hmnet.com
• www.nationalgeographic.com
• www.mapquest.com

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Activities

• Students will do a research report on Ohio. It
  should include facts about Ohio, information
  about the government, economy, tourism, culture
  and history.
• Students will learn how to read a map. They will
  use a grid to find out the capital, major rivers
  and highways etc. They will also compare and
  contrast physical and political maps.
• Students will take part in research upon a
  certain historical event. They will then create a
  small skit to present to the rest of the class.
• Students will pretend that they are mapmakers,
  and construct their own community.
• Students will create their own globe, using a
  tennis ball. They will label all parts. Then
  discuss pros and cons of map types.

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Decision Making and Resources
This strand focuses on the decisions that
individuals and societies make in addressing
wants. Also, how resources are used to satisfy
wants.
The learner will explain how developing skills
and knowledge allows them to become better
consumers identify the resources needed to
produce a good or service describe the role of
each factor of production
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Decision Making and Resources
Web Sites
1. http//www.ncsa.uiuc.edu/edu/RSE/RSEyellow/gnb
.html 2. http//www.frbchi.org/ 3.
http//ecedweb.unomaha.edu/teach2.htm 4.
http//teacher.scholastic.com/lessonrepro/results/
index.asp? subjectID2SubheadID2TopicID56Grad
e_Value2 5. http//teacher.scholastic.com/lessonr
epro/results/view.asp?
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Decision Making and Resources
Activities-
1. Students will make a brochure about the
advantages and disadvantages of specialization
in the production process. 2. Students will
discover on maps where different resources are
found. 3. Students will look over several
grocery ads. Then they will decide what would be
the most beneficial to them as a consumer and
which way would be the most beneficial to the
producer.
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Activities Contd
4. Students will come up with a list of items
that require numerous resources to compose. Then
each student will further research what resources
are needed for their good and will classify each
resource by the factors of production. 5.
Students will be given a income to work with and
will be given a list of what they consume.
Students may have to limit certain items they
use. The goal is to at least break even.
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Democratic Processes
This strand focuses on what it means to live in a
democratic society.

• The learner will
• identify the purposes of state
• government
• explain what each branch of the local and state
  govt. does
• link examples of govt.. actions with the purposes
  of the state govt.

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Democratic Processes
Web Sites
1. http//www.state.oh.us/ 2. http//www.oplin.lib
.oh.us/products/ohiodefined/message.html 3.
http//politics.yahoo.com/politics/StateandLocal/O
hio/. 4.http//www.ncss.org/home2.html 5.
http//teacher.scholastic.com/lessonrepro/results/
view.asp?
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Democratic Processes
Activities
1. Students will participate in a mock senator
debate. Each student will represent a different
state. 2. Students will go through the process
of how a bill becomes a law. 3. Students will
make commercials to illustrate how the govt.
promotes order and society.
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Activities
Cont... 4. Students will write a letter to
Governor Taft. Topics may include things such
as a issue that the student is confused about or
a issue that they feel strongly about. 5.
Students will get web pals in fourth grade
classes in different states. Students will
discuss similarities and differences in their
states democratic processes.
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Citizenship Rights and Responsibilities

• This strand provides a context for examining and
  engaging in the activities that are a part of an
  adults public life.
• During the Fourth grade students will be able to
  do the following.
• Differentiate between facts and opinions.
• Gain information about issues facing local and
  state governments.
• Discuss issues facing local and state governments
• Assume leadership roles and reflect dispositions
  that will enhances the learners effectiveness in
  addressing public issues.

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Activities--These are some activities to do with
your fourth graders concerning citizenship rights
responsibilities.

• 1. Engage the students in a discussion about
  what a fact is and what an opinion is. Have the
  students write opinions on the board in one
  column and facts in another column and compare
  the differences between the two kinds of
  statements.
• 2. Discuss with the children some issues that are
  concerning the state and local governments at the
  time. Have the students divide into two groups
  and have each group take an issue and try to
  interpret what they think the issue means.
• 3. Have the students vote on how they feel about
  each issue. Divide the students up according to
  how they voted and have the groups debate about
  why they agreed or disagreed with the issue.
  Have the students identify whether they are
  making an opinion or stating a fact during the
  debate.

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Activities Continued...

• 4. Have the students discuss the different
  leaders that are in their sate or town
  (governor,mayor, town counsel, etc.). Have the
  students collect data on the Internet about each
  person and make a chart of the different duties
  that each person or group performs.
• 5. The students will do some investigating and
  acquire some information on the viewpoints of the
  governor or mayor on certain issues on the
  Internet. They will show this on the board with
  a compare and contrast chart showing the classs
  opinion and the governor or mayors opinion on
  each issue.

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Web Sites to Explore

• http//www.stateline.org/
• http//www.state.oh.us/ohio/legislat.htm
• http//www.naco.org/counties/counties/index.cfm
• http//www.state.oh.us/ohio/ohiolaws.htm
• http//www.piperinfo.com/state/index.cfm
• These web sites can be used by the students to
  find information for projects, or by the teacher
  to introduce information to the students.

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General Overview

• There are six strands in Ohios Model
  Competency-Based Program.
• 1. American Heritage
• 2. People in Societies
• 3. World Interactions
• 4. Decision Making and Resources
• 5. Democratic Processes
• 6. Citizenship Rights Responsibilities

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Conclusion

• This model is designed to enhance the quality of
  social studies learning.
• To achieve the goals that this model has set
  teachers should become familiar with it and use
  it to help guide them in setting up activities
  for the students.

Final assembly by Angie Stover