ELEMENTARY SOCIAL STUDIES ED' 608'01

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ELEMENTARY SOCIAL STUDIES ED. 608.01

• WWW SOCIAL STUDIES SITES ACTIVITIES PROJECT (4TH
  GR.)
• CARLETTA L. DAVIDSON

AMERICAN HERITAGE
PEOPLE IN SOCIETIES
WORLD INTERACIONS
DEMOCRATIC PROCESS
DECISION MAKING AND RESOURCES
CITIZENSHIP RIGHTS AND RESPONSIBITIES NOTE all
activities applicable to Ohios studies
DECISION MAKING RESOURCES
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AMERICAN HERITAGE

• Instructions
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• OBEJECTIVE
• The learner will select an individual or even
  form Ohios history and explain the significance
  of that individual or even for Ohios development.

• Click for Details

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• Honor Special People
• Citizenship, Art
• Students design a postage stamp to honor a
  special person. Students identify people who have
  made a difference, analyze why people commemorate
  others, and describe ways individuals can help
  others.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Crayons
• Postage stamps honoring people

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• WHAT TO DO
• Look at stamps that honor special people.
• Make a list of people who are special to you.
• Pick one person to honor.
• Design a postage stamp that shows why that person
  is special.
• Share Your Postage Stamp with Others!
• Explain how your postage stamp shows why the
  person is special.
• Tell how you would want to be remembered on a
  postage stamp.

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• Polar Adventure Read All About It!
• Social Studies Activity
• Real-life adventures are fun to read and write
  about. Several ongoing adventures have reports
  posted on the Internet. In this activity students
  follow an adventure and then chronicle it by
  writing a newspaper article or making a time
  line.
• WHAT YOU NEED
• Time online for your students
• Paper and pencils
• Rolls of paper

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WHAT TO DO Introduce the assignment Students
will investigate reports of an adventure on an
Internet site and then write a newspaper article
or make a time line summarizing the adventure.
Divide the class into small groups. Each group
should investigate either the Arctic or the
Antarctic, using the World Wide Web sites given
below. Students should make notes and/or print
screens and images. One of these sites records
the exploits of a group that has traveled on dog
sleds near the North Pole. The other site is the
gateway to information about Antarctica. If some
students investigate each site the entire class
may then compare and contrast what they have
learned from the two sites.
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The Journey NorthThe Journey North is operated
by DeweyWeb at the University of Michigan School
of Education. It includes several areas of
interest to students. One, the International
Arctic Project, involves expeditions to the
Arctic. You can find great reports from the
expeditions in the International Arctic Project
pages. to The Journey North at
ics.soe.umich.edu.
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Gateway to AntarcticaGateway to Antarctica is
operated by the International Centre for
Antarctic Information and Research. ICAIR is
located at the International Antarctic Centre,
Christchurch, New Zealand. The Gateway is a great
place to launch research into any area of
interest regarding Antarctica. Students may
especially enjoy April Lloyd's Antarctic
Adventures, located in the Education section. to
Gateway to Antarctica at icair.iac.org.nz.
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Give students time to explore these or other Web
sites. Guide the groups in discussions to decide
the form their report will take. Students may
need to familiarize themselves with the available
information before making a final decision. Have
students write articles, make time lines, or use
another format agreed upon by the class. If your
students have access to word processing or page
makeup software, encourage them to save images
from the Web sites to incorporate in their
reports. Display the reports on a bulletin board
or assemble them into a class album. Lead a class
discussion about the similarities and differences
between the Arctic and Antarctica.
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• Plan a Vacation
• Cultures, Geography, Reading
• In this activity students map the route and
  highlights of a trip. Students trace routes on a
  map, identify and locate tourist attractions, and
  explore their state.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• State map
• Magazines
• Scissors
• Markers
• Glue
• Push pins
• String

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• WHAT TO DO
• List places in your state you would like to
  visit.
• Locate each place on the state map.
• Trace a line along the roads that go to each
  place.
• Find or draw pictures of the places you want to
  visit. Add a brief description of what you will
  do there.
• Pin a string from the place on the map to the
  picture.
• Give your map a title.
• Share Your Vacation Plans with Others!
• Describe how you planned your route.
• Tell a story about the place you want to visit
  most.

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PEOPLE IN SOCIETIES

• Instructions
• Delete sample document icon and replace with
  working document icons as follows
• Create document in Word.
• Return to PowerPoint.
• From Insert Menu, select Object
• Click Create from File
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• OBJECTIVE
• The learner will identify various kinds of
  cultural groups that have lived or live in Ohio
  an describe their contribution to the development
  of the state.

• Click for Data Sheet

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• Adapting to the Land
• Cultures, Art
• This activity will help students understand how
  people adapt to their environment. Students will
  consider how the environment affects how people
  live, identify examples of human adaptation, and
  appreciate human-environment interaction.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Crayons
• Magazines
• Scissors
• Glue

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• WHAT TO DO
• List regions in the U.S. that are very different.
  
• Draw a landform from each region.
• List ways we adapt to fit our surroundings.Exampl
  es ways we
• dress
• work
• build
• Find or draw pictures that show these things.
• Match each picture to a region.
• Share Your Chart with Others!
• Compare regions and discuss how the environment
  influences how we live.
• Describe ways your community has adapted to fit
  the environment.

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• Record a Moment in Time
• History, Reading, Art
• Students design an accordian book of historic
  events. Students use art to tell a story and
  record an historic moment. Students analyze
  points of view in art. They identify visual clues
  to locate an event in time, and appreciate the
  influence history has on people today.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Crayons
• Tape

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• WHAT TO DO
• List key events in your region's history.
• Draw a picture of each event.
• Provide clues that locate your picture in time.
  For example
• clothing
• transportation
• Write a caption for each picture.
• Tape your pages in order. Fold on the taped edge
  and stand your book up.
• Share Your Accordian Book with Others!
• Discuss the clues in each drawing that locate the
  picture in time.
• Tell which event is the most important to you.

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• Around the World
• Social Studies Activity
• Celebrate the diversity of your community by
  setting aside special days throughout the school
  year to celebrate other cultures.
• WHAT YOU NEED
• Resource materials to provide background fiction
  and nonfiction books
• Various art supplies
• Poster board
• Audio and video tape players (optional)

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WHAT TO DO Have students make a list of
countries they would like to celebrate. Then set
up a schedule of what country will be celebrated
when. Once the dates have been established,
divide the class into special interest groups to
begin researching the selected country. One group
might develop a list of words and phrases in the
native language of the chosen country. These
might include simple greetings, days of the week,
numbers, and so forth. Another group can create
an illustrated chart of interesting fact's about
the country. A third might draw travel posters
that beckon travelers to visit the country. If
possible, invite a family member, someone from
the community, or any other person to join in the
celebration by offering a story, song, dance,
and/or food based on the country of choice.
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In the days before the celebration, have groups
share what they have learned with the entire
class. On celebration day, decorate the room
with the lists, posters, and charts. You might
also display a welcome sign in the guest's native
language.

• TEACHING OPTIONS
• Follow up the first celebration with a
  whole-group evaluation of the day. Encourage a
  discussion on what students especially enjoyed as
  well as how they might have done things
  differently. Also be sure to have the class send
  thank yous to all guests who particpated in the
  celebration.
• If class interest remains high, plan more special
  days to celebrate other cultures.

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WORLD INTERACTIONS

• Instructions
• Delete sample document icon and replace with
  working document icons as follows
• Create document in Word.
• Return to PowerPoint.
• From Insert Menu, select Object
• Click Create from File
• Locate File name in File box
• Make sure Display as Icon is checked.
• Click OK
• Select icon
• From Slide Show Menu, Select Action Settings.
• Click Object Action and select Edit
• Click OK

• OBJECTIVE
• The learner will choose a foreign nation and
  provide examples of political and economic ties
  Ohio has with that nation.

• Click for CompetitiveAnalysis document

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• Using Scale
• Geograghy, Math, Art
• Students use a map scale to determine actual
  distances. They draw a map to scale and evaluate
  the merits of maps drawn to scale.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Crayons or markers
• Ruler

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• WHAT TO DO
• Select a part of your school to map.
• Use steps to measure distances.
• Record the dimensions of each room.
• Draw your map to show relative distances.
• Give your map a scale and a title.
• Write Questions that Use the Map's Scale!
• See if others can read your map and answer the
  questions.
• Look at three other maps and make questions that
  use their scales.

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• Using Grids
• Geography, Math, Art
• Students make a map of their favorite room. They
  create a map, a map key, and a map index.
  Students use a grid to find and describe the
  location of specific places. Students use a map
  key and index to interpret symbols and locate
  places and objects on a map.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Crayons or markers
• Ruler

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• WHAT TO DO
• Draw a map of your favorite room.
• Make a symbol for each thing.
• Draw a grid over your map.
• Give your map a title.
• Make a key and an index for your map.
• Write Questions To Go with Your Map!
• See if others can read your map and answer the
  questions.
• Discuss how a grid helps you find places or
  things on a map.

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DECISION MAKING AND RESOURCES

• Instructions
• Delete sample document icon and replace with
  working document icons as follows
• Create document in Word.
• Return to PowerPoint.
• From Insert Menu, select Object
• Click Create from File
• Locate File name in File box
• Make sure Display as Icon is checked.
• Click OK
• Select icon
• From Slide Show Menu, Select Action Settings.
• Click Object Action and select Edit
• Click OK

• OBJECTIVE
• The learner will identify and classify the
  factors of production needed to produce a given
  good or service.

• Click for Specification

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• Natural Resources
• Economics, Geography, Art
• Students examine the state of Earth's natural
  resources. Students describe uses of natural
  resources. Students explain the ways in which
  people interact with natural resources and
  identify ways natural resources are protected and
  threatened, managed and mismanaged.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• World map
• Push pins
• String
• Magazine or newspaper
• Scissors

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• WHAT TO DO
• Collect headlines about Earth's natural
  resources.
• Find the location of each story on the map.
• Pin a string from the location on the map to the
  headline.
• Give your map a title.
• Have Group Members Summarize the Stories!
• Identify ways Earth's resources are protected and
  threatened.
• Describe efforts to manage natural resources in
  your community.

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• Convince Me!
• Social Studies Activity
• BACKGROUND
• Your students may be aware of the techniques used
  by advertisers to sell products and services.
  They may be less conscious of the purposes and
  intents of advertisements that try to shape their
  opinions and affect their behavior. In this
  activity, they look for and analyze examples of
  those ads.
• WHAT YOU NEED
• Magazines and newspapers that can be cut up
• Paper and pencil
• An Analysis Chart for each group (print and copy)
  
• Stapler

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• WHAT TO DO
• Discuss with students what they already know
  about advertising techniques for selling products
  and services. Then ask them to think of ads that
  try to sell a particular point of view in order
  to shape public opinion and affect readers'
  behavior. Examples might include the following
• Health and safety issues such as fire safety,
  seat-belt or bicycle helmet use, and anti-smoking
  messages
• Political ads for or against candidates
• Environmental issues, such as those involving
  carpooling to cut down on pollution from cars,
  land use, and logging versus animal protection.

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Have students look through magazines and
newspapers for examples of opinion-shaping ads
and cut them out. Divide the class into groups
and distribute the ads among them. Explain that
you would like each group to take several ads and
analyze them, using the Analysis Chart. Have them
staple the ad to its analysis chart. Bring
students together as a class to discuss their
findings. In summation, point out that while some
ads take a stand that most readers can agree with
(such as fire safety), it is important to
consider the source of each ad, its purpose, and
what other points of view might be worth
discussing before making a decision.
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TEACHING OPTIONS There may currently be an issue
of importance to your community on which there is
a difference of opinion. An example might be the
imposition of a curfew on youths under 16 years
of age. Ask students to consider the positions of
different groups, such as youths, adults, local
business people, and police. Then have groups of
students representing each point of view create
an ad that is designed to shape public opinion
and/or affect its behavior. As a class, compare
the ads, using the questions in the Analysis
Chart.
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• Made in the U.S.A.
• Economics, Geography
• Students map products made in the United States.
  Students discuss regional interdependence and
  identify goods the U.S. produces and trades.
  Students describe how economic links make
  Americans more alike, and locate major
  manufacturing centers in the U.S.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Map of the U.S.
• Paper clips
• Push pins
• Crayons
• Index cards
• String

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• WHAT TO DO
• Find the manufacturer's label on different
  products made in the U.S.A.
• Record where each product is made.
• Locate each city on the map.
• Pin a string from your home to the company's
  city.
• Hang a symbol for each product on its string.
• Give your map a title.
• Share Your Map with Others!
• Discuss how we depend on people far away.
• Identify some products shipped from your town to
  other towns.

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DEMOCRATIC PROCESSES

• Instructions
• Delete sample document icon and replace with
  working document icons as follows
• Create document in Word.
• Return to PowerPoint.
• From Insert Menu, select Object
• Click Create from File
• Locate File name in File box
• Make sure Display as Icon is checked.
• Click OK
• Select icon
• From Slide Show Menu, Select Action Settings.
• Click Object Action and select Edit
• Click OK

• OBJECTIVE
• Given an example of a state governmental
  activity, the learner will describe how the
  activity addresses a purpose or purposes of
  government.

• Click for Details

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• Government Action Timelines
• Citizenship, Reading
• Students use a timeline to chart news coverage of
  a government action. Students explain a sequence
  of events, make and use a timeline, interpret a
  timeline, and analyze cause and effect
  relationships with a timeline.
• You can use an Assessment Rubric to assess
  students' mastery of the objectives.
• WHAT YOU NEED
• Paper
• Magazines or newspapers
• Scissors
• Glue
• Ruler

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• WHAT TO DO
• Select a news story about legislation or another
  government action.
• Collect headlines and pictures about the story.
  Try to include all the steps that the action goes
  through.
• Make a timeline that covers the time of the
  story.
• Match each headline to a point on the timeline.
• Give your timeline a title.
• Write Questions To Go with Your Timeline!
• See if others can read your timeline and answer
  your questions.
• Discuss the benefits of telling a story with a
  timeline.

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CITIZENSHIP RIGHTS AND RESPONSIBILITIES

• Instructions
• Delete sample document icon and replace with
  working document icons as follows
• Create document in Word.
• Return to PowerPoint.
• From Insert Menu, select Object
• Click Create from File
• Locate File name in File box
• Make sure Display as Icon is checked.
• Click OK
• Select icon
• From Slide Show Menu, Select Action Settings.
• Click Object Action and select Edit
• Click OK

• OBJECTIVE
• Given a series of statements about public issues
  or policies, the learner will identify whether
  each is a statement of fact or opinion.

• Click for Procedures Document

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• The Challenge
• Social Studies Activity
• This activity is a quiz show that can be used to
  review material in any content area and to
  encourage students to take on an extra challenge.
  
• WHAT YOU NEED
• Lists of questions for one or more subject areas
• Drawing and decorative materials as needed to
  create a quiz show atmosphere, such as contestant
  tables, scoreboards, stopwatch, and category
  lists

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• WHAT TO DO
• Ask students to name several television game
  shows they are familiar with. If possible, video
  tape in advance a few different kinds of games
  shows for those students unfamiliar with game
  shows. Divide the class into groups and have each
  group spend a set time (approximately 20 minutes)
  analyzing the system that governs a particular
  show. Have them consider such questions as these
  
• How many contestants are there? Do they act
  singly or as a team?
• Do contestants take turns, or must they be fast
  on a signaling device in order to be called upon?
  
• How are the questions organized (for example, by
  category)?
• How are correct answers scored (for example, the
  harder the question the higher the score)? Are
  there certain questions that have bonus points?

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• What happens when a contestant misses (for
  example, the value of the question is deducted
  from the score)?

• Tell students they are going to create a quiz
  show called "Meet the Challenge," which will have
  its own set of rules. They can draw on the ideas
  they got from analyzing television quiz shows or
  create an entirely different form. The only
  requirements that you will impose are as follows
  
• You will draw up the questions, based on a
  subject area they are currently studying.
• The quiz show must also include a set of
  questions based on a Challenge activity. Prior to
  the actual show, you will indicate where the
  Challenge questions will come from. This can be
  an extra reading, a documentary video, a
  laboratory experiment, and so forth.
• The show will have a point system, and you will
  announce how many points are required to win the
  prizes or rewards you decide on.

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• Work with the class (or, if you prefer, a smaller
  "production staff") to draw up the final rules
  and organize the quiz show. Everyone in the class
  should participate in the show in some way,
  whether as part of the production staff or as
  contestants. Depending on your class, you may
  wish to make the assignments or have students
  organize themselves.
• Set up a time schedule that includes at least two
  rehearsals. Invite another class to act as the
  audience for the performance. If possible, video
  tape the show for all to enjoy at a later date.
• TEACHING OPTIONS
• You might prefer to have a series of quiz shows
  that build up to a final Challenge quiz. The
  winners from each show become eligible for the
  Challenge quiz.
• Repeat the quiz show as many times as you want,
  using the same or other subject areas.