OUR WORLD

1
OUR WORLD

• Social Studies Unit
• Ashley Beasley, Kristin Killen, Victoria Lentz,
  Kelli Smith

2
Table of Contents

• History
• People in Society
• Geography
• Economics
• Government
• Citizenship Rights and Responsibilities
• Social Studies Skills and Methods

3
History Activities

• 13 Colonies Timeline (Benchmark A, Indicator 2)
• After studying the original 13 colonies in class
  and using books and Internet for information,
  students will place the settlement of the 13
  colonies in sequential order on a time line.
• Fort Ancient (Benchmark A, Indicator 1)
• After a field trip to Fort Ancient, student will
  learn how Ohio's American Indians used local
  resources in their everyday lives and how
  communities changed over time. Students will
  write a short letter to their parents describing
  what they discovered on their field trip.
• Ohio Sequential Order (Benchmark A, Indicator 2)
• After reading story about Ohio becoming a state,
  the students will place the information in
  sequential order on a time line.

4
History ActivitiesContinued

• Who/What doesnt Belong? (Benchmark C , Indicator
  3)
• Students will be given a series of four
  items/names, the students will select the
  item/person that lacks a common characteristic
  with the other three and he will write in a
  complete sentence what the characteristic is that
  the other three items/people have in common.
• Symmes Population (Benchmark A, Indicator 2)
• Students will illustrate the population changes
  in Symmes Purchase from 1810 to 1990 using a
  timeline.

5
History Websites

• http//www.edhelper.com/timelines.htm
• http//www.oplin.org/ohiodefined/statehood.htm
• http//www.plimoth.org/learn/education/kids/homewo
  rkHelp/pilgrims.asp
• http//www.plimoth.org/learn/education/kids/homewo
  rkHelp/vocabulary.asp
• http//puzzlemaker.school.discovery.com/CrissCross
  SetupForm.html
• http//www.timepage.org/spl/13colony.html

6
People in SocietiesActivities

• Reading about the Mayflower Voyage (Benchmark B,
  Indicator 3)
• After reading the story about the voyage of the
  Mayflower, students will complete the Mayflower
  vocabulary word search.
• Reading Coming to America (Benchmark B, Indicator
  3)
• After reading the Coming to America story,
  students will play Coming to America Jeopardy

7
People in SocietiesActivities Continued

• Pilgrims (Benchmark B, Indicator 3)
• After reading the story about Who were the
  Pilgrims, the students will complete the
  crossword puzzle.
• Colonial Stories (Benchmark B, Indicator 3)
• After reading the Colonial Stories, the Students
  will play Colonial Password
• Native Americans (Benchmark B, Indicator 3)
• After visiting the Native American website and
  learning about the customs of Native Americans,
  the students will take a field trip to Sunwatch
  Village and then return to the classroom to make
  dream catchers.

8
People in SocietiesWebsites

• http//www.instructorweb.com/docs/pdf/pilgrimsles.
  pdf
• http//www.ed.uiuc.edu/YLP/97-98/97-98_units/97-98
  mini-unit/JAugustine_13Colonies/13colonies.html
• http//www.instructorweb.com/docs/pdf/pilgrimsles.
  pdf
• http//www.proteacher.com/cgi-bin/outsidesite.cgi?
  id16646externalhttp//www.rootsweb.com/mosmd/
  originalhttp//www.proteacher.com/090096.shtmlti
  tleThe20Pilgrims2020Plymouth20Colony201620
  
• http//www.plimoth.org/learn/education/kids/homewo
  rkHelp/pilgrims.asp
• http//www.plimoth.org/learn/education/kids/homewo
  rkHelp/vocabulary.asp
• http//www.ed.uiuc.edu/YLP/97-98/97-98_units/97-98
  mini-unit/JAugustine_13Colonies/13colonies.html
• http//minnow.net/
• http//www.enchantedlearning.com/crafts/Dreamcatch
  er.shtml

9
Geography Activities

• Globe Spinner (Benchmark A, Indicator 3 )
• In this activity helps students to remember the
  continents and oceans. Spin the globe and then
  place one finger on it to stop it. When the globe
  stops, the student must say the name of the ocean
  or continent.
• Making Globes (Benchmark A, Indicator 7 )
• In this activity students will make paper-mache
  globes and label them with
  continents and oceans.
• Continents of the world (Benchmark A, Indicator 3
  )
• Students will color, label, and cut out the
  continents, then glue them on another piece of
  paper in the proper locations

10
Geography Activities

• Continents and oceans quiz (Benchmark A,
  Indicator 1 )
• Students will complete the map and answer the
  questions related to continents and oceans.
• How do maps show oceans and continents?
  (Benchmark A, Indicator 3 )
• Students will label oceans and continents on a
  map, complete a word search with the continents
  and oceans, and make up a riddle about
  one
• of the continents

11
Geography Websites

• http//ofcn.org/cyber.serv/academy/ace/soc/cecsst/
  cecsst134.html
• http//www.teachervision.fen.com/tv/printables/LL-
  66.pdf
• http//www.enchantedlearning.com/geography/contine
  nts/quiz.shtml
• http//www.nystromnet.com/index.cfm?faTeachers.Pr
  imaryLessons
• http//www.sheppardsoftware.com/World_Continents.h
  tm

12
Economics Activities

• Econopolis (Benchmark B, Indicator 2 3 )
• In this activity, students will increase their
  understanding of money, economics, goods,
  services, producer, consumer, supply, demand,
  free enterprise, opportunity cost, and trade.
• Distribution of Goods (Benchmark A, Indicator 1)
• In this activity, students will be given paper
  bags with limited amounts of product. They must
  then determine a method for distributing the
  contents among the group members in a way that is
  acceptable to all.
• Econ-o-mania (Benchmark B, Indicators 2 3)
• In this activity, students will complete a web
  quest during which students will wander through
  wants and needs, grasp goods and services, create
  consumers and producers, and recognize resources.

13
Economics Activities Continued

• Jelly Belly Jam A Lesson on Decision Making
  (Benchmark A, Indicator 1)
• In this activity, students will make a decision
  making chart and use it to help them in deciding
  which flavor of Jellybeans to buy.
• To Market To Market (Benchmark C, Indicators 5
  6)
• In this activity, students will become good
  consumers and producers by taking turns buying
  and selling things in a classroom-created market.
  Students will establish prices for items and
  observe what happens during the sale of those
  items.

14
Economics Websites

• http//library.thinkquest.org/3901/
• http//ted.coe.wayne.edu/sse/lesson/distrib.htm
• http//cte.jhu.edu/techacademy/fellows/Medvetz/web
  quest/
• http//www.econedlink.org/lessons/index.cfm?lesson
  EM365pageteacher
• http//www.econedlink.org/lessons/index.cfm?lesson
  EM357pageteacher

15
Government Activities

• Flags as symbols (Benchmark A, Indicator)
• In this activity, students will describe the
  American flag and what it symbolizes.
• Create a classroom flag that symbolizes the
  shared values of their classroom
• Dictatorships (Benchmark A, Indicator 5)
• In this activity, one student will serve as
  dictator for the day. Allow him or her to make
  many decisions concerning the daily routine of
  your class.
• At the end of the day, hold a class meeting and
  discuss the impact of one person making all of
  these decisions for the class.
• Local Government (Benchmark A, Indicator 2)
• Students will keep a journal/scrapbook to include
  articles from the local paper relative to actions
  of the local government that impacts their
  community.
• They will make a simple flow chart of the system
  of government in their community.

16
Government Activities

• Presidential Biography (Benchmark A, Indicator 2)
• Students will research a President and do a
  biography project.
• This can be a web quest, library search, etc.
• Students will present their projects to the class
  so that the class will learn about several
  Presidents.
• Classroom Rules Activity (Benchmark A, Indicator
  1)
• This activity is used to teach students about
  Presidents, checks and balances, veto, branches
  of government, democracy, etc.
• Talk to the students about the basic classroom
  rules and why they are so important.
• Then, talk about how the classroom is all of ours
  for a long time and that they should have some
  input in regards to some rules they feel that are
  important to them as third graders.
• They break into groups and come up with one or
  two more rules.
• We return back into a large group. The groups
  present their rules. We vote on the two or three
  best rules to add to the teachers rules.
  (Teacher President, etc.)

17
Government Websites

• http//www.atozteacherstuff.com/pages/264.shtml
• http//www.enchantedlearning.com/election/activiti
  es.shtml
• www.discoveryschool.com
• http//www.eduref.org/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/US_Government/GOV0024.
  html
• http//pbskids.org/democracy/

18
Citizenship Rights and Responsibilities
Activities

• Elections (Benchmark B, Indicator 3)
• In this activity, students will compare and
  contrast two candidates running for office in a
  Venn diagram
• After the US presidential election, color the US
  states on the map red for states that vote
  Republican, blue for states that vote Democratic.
  Then tally the electoral votes for each party.
• Interactive Timeline (Benchmark A, Indicator 2)
• Students will use the interactive timeline on the
  web to learn more about African-American history
  and nominate the men and women who really made a
  difference.
• Civics/Community (Benchmark A, Indicator 1)
• A list of occupations of adults known to the
  class might be generated, and students would be
  asked to explain how each contributes to the life
  of the community and to the support of families.

19
Citizenship Rights and Responsibilities
Activities

• Rights/Responsibilities Activity (Benchmark B,
  Indicator 3)
• Students could be divided into groups and given a
  list compose of items which might be defined
  either as rights, responsibilities, or
  privileges. The students would discuss each, and
  then categorize them. Each group would then be
  responsible for determining the difference among
  the three.
• Classroom Rules Activity (Benchmark A, Indicator
  2)
• This activity is used to teach students about
  Presidents, checks and balances, veto, branches
  of government, democracy, etc.
• Talk to the students about the basic classroom
  rules and why they are so important.
• Then, talk about how the classroom is all of ours
  for a long time and that they should have some
  input in regards to some rules they feel that are
  important to them as third graders.
• They break into groups and come up with one or
  two more rules.
• We return back into a large group. The groups
  present their rules. We vote on the two or three
  best rules to add to the teachers rules.
  (Teacher President, etc.)

20
Citizenship Rights and Responsibilities Websites

• http//www.proteacher.com/090056.shtml
• http//www.atozteacherstuff.com/pages/264.shtml
• http//www.enchantedlearning.com/election/activiti
  es.shtml
• www.discoveryschool.com
• http//www.eduref.org/cgi-bin/printlessons.cgi/Vir
  tual/Lessons/Social_Studies/US_Government/GOV0024.
  html
• http//pbskids.org/democracy/

21
Social Studies Skills and Methods Activities

• New Environment (Benchmark A, Indicator 1)
• Students will locate specific places in the
  school on a map. They will visit places in the
  school setting such as principal's office,
  restrooms, lunch room and playground. They will
  learn rules and responsibilities associated with
  specific settings including places within the
  school that are off limits.
• Classroom Court (Benchmark B, Indicator 3)
• Students will have the opportunity to further
  their knowledge of the law and its legal
  proceedings. To experience "trial by a jury of
  your peers" in simple matters. To give each
  student a job in the courtroom and to vary these
  positions throughout the year.

22
Social Studies Skills and Methods Activities

• Injustice (Benchmark D, Indicator 6)
• Students will be given a hypothetical note from
  the principal which says that their class will
  not be able to participate in an activity enjoyed
  by other classes on their grade level. For
  example, an area of the playground is off-limits
  to them and the class must find other activities
  to do. Students must plead their case to the
  principle.
• Urban/Suburban/Rural (Benchmark C, Indicator 5)
• Students will display information about each
  community in a chart. They will give the
  definitions, examples, and type of buildings
  found in each community.
• Cultures of our Nation (Benchmark A, Indicator 1
  )
• Students will become aware of his/her culture
  (heritage), become confident and proud of his/her
  culture/traditions, become aware of the many
  cultures that have richly contributed to the
  wealth of our nation.

23
Social Studies Skills and Methods Websites

• http//youth.net/cec/cecsst/cecsst.06.txt
• http//www.time4learning.com/scope-sequence/pdf/3r
  dSocialStudies.pdf
• http//education.indiana.edu/cas/tt/v2i2/cultural.
  html
• http//youth.net/cec/cecsst/cecsst.60.txt
• http//youth.net/cec/cecsst/sst-elem.html
• http//youth.net/cec/cecsst/cecsst.10.txt