Ohio Strands for Social Studies

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Ohio Strands forSocial Studies

• By Brad Sidle
• ED637

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Table of Contents

• Introduction
• American Heritage
• People in Societies
• World Interactions
• Citizenship Rights and Responsibilities
• Democratic Processes

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Introduction
The following references to the Ohio Strands are
applied in this lesson to an eighth grade general
social studies class.
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Strand 1 American Heritage

• Unit/Lesson The Revolutionary War
• Objectives 1) Examine multiple tier timelines
• 2) Assess causal factors
• 3) Compare multiple perspectives
• 4) Assess validity of narratives
• 5) Investigate geography in history

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Multiple Tier Timelines

• http//www.ushistory.org/march/timeline.htm
• http//www.historyplace.com/unitedstates/revolutio
  n/rev-prel.htm
• Activity Using the above timelines, make your
  own timeline which includes the following
  battles Bunker Hill, Concord, Kings Mountain,
  Lexington, Long Island, Saratoga, Trenton, and
  Yorktown.

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Causal Factors
A Ü B Ü C Ü D

• http//www.multied.com/revolt/causes.html
• http//www.publicbookshelf.com/public_html/The_Gre
  at_Republic_By_the_Master_Historians_Vol_II/causes
  of_ca.html
• Activity After reviewing the above information,
  write a three paragraph essay on what you think
  are the three main causes of the Revolutionary
  War.

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Multiple Perspectives

• http//www.loc.gov/exhibits/treasures/trr046.html
• http//search.eb.com/blackhistory/micro/40/36.html
  
• Activity Draw a picture of the
• events of the Boston Massacre
• based on what youve read of
• the event and the death of
• Crispus Attucks.

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Validity of Narratives

• http//www.usflag.org/about.betsy.ross.html
• http//www.dzn.com/laverne/Betsy-Ross.html
• Activity You vote!
• Did Betsy Ross design the first flag? Explain
  your answer.
• Did Betsy Ross sew the first flag?
• Explain your answer.

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Geography in History

• http//www.wpi.edu/Academics/Depts/MilSci/BTSI/oco
  ka.html
• http//www.wpi.edu/Academics/Depts/MilSci/BTSI/Lex
  con/batmap.html
• After reviewing the concepts of O.C.O.K.A. as
  used in modern terms, and viewing a map of the
  territory, explain why the geography of Lexington
  favored the British forces and why Concord
  favored the Patriots.

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Strand 2 People in Societies

• Unit/Lesson Cultural Contact
• Objectives 1) Compare cultures on three
  continents
• 2) Discuss impact of initial
  contacts
• 3) Compare differing views of one
  historical development

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Cultures of Three Continents

• http//members.aol.com/ntgen/hrtg/engl.html
• A history of European Puritans
• http//www.si.umich.edu/CHICO/Schomburg/
• A history of Africans in America
• http//www.crystalinks.com/iroquois.html
• A history of the Iroquois Nation
• Activity Choose a population noted above and on
  the appropriate map, chart their arrival and
  growth in the North American continent.

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Impact of Initial Contact and Differing Views of
an Event

• http//www.newint.org/issue226/keynote.htm
• http//news.bbc.co.uk/1/hi/world/americas/192240.s
  tm
• Activity After reading these articles on
  Columbus, the class will discuss the positive and
  negative aspects of European discovery and
  exploitation of resources.

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Strand 3 World Interactions

• Unit/Lesson The War of 1812
• Objectives 1) Utilize geographic resources
• 2) Explain mapped/graphed data
• 3) Explain political barriers and
  inducements
• 4) Recognize political ideas as they
  transcend boundaries

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Using and Explaining Data from Geographic
Resources

• http//library.thinkquest.org/22916/exatlas.html
• http//www.geoamericas.com/view_maps/war-1812.asp?
  typeflash
• Activity Using these maps, describe in detail
  the movement of troops in the battle of Queenston

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Political Barriersand Inducements

• http//home.earthlink.net/gfeldmeth/chart.1812.ht
  ml
• http//memory.loc.gov/ammem/award99/icuhtml/fawhom
  e.html
• Activity Explain the difficulties in the United
  States as they became involved in the European
  struggle for power and the drive to expand to the
  West.

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Transcendence of Political(and Musical) Ideas

• http//www.bcpl.net/etowner/anacreon.html
• http//www.mexonline.com/grito.htm
• Activity Mexico gained strength to declare
  independence because of her neighbor to the north
  (US). We borrowed songs from other countries to
  express political views. Think of other examples
  where people import ideas from other cultures.

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Strand 4 Decision Making and Resources

• Unit/Lesson Labor in Antebellum United States
• Objectives 1) Define an economic system
• 2) Three fundamental economic
  questions
• 3) Identify governmental influences
• on economic activity

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American Economic Systems

• http//www.dartmouth.edu/mkohn/Ex.pdf
• http//65.107.211.206/economics/laissez.html
• http//www.kentlaw.edu/ilhs/curricul.htm4
• http//libwww.syr.edu/digital/collections/j/JohnHu
  mphreyNoyes,ThePutneyCommunity/chap17.htm
• (Especially noteworthy in this last citation is
  a mention of the socialist experiment in Yellow
  Springs, Ohio, 1825, (p. 153))
• Activity Describe what you see that defines an
  economic system based on the above readings.

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Three Fundamental Questions
?

• What to produce?
• http//www.usda.gov/history2/text5.htm
• How to produce?
• http//www.bergen.org/technology/indust.html
• Who receives benefits of production?
• http//www.widerquist.com/usbig/cunliffe-erreygers
  .pdf

?
?
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Governmental Influences

• http//www.myhistory.org/historytopics/articles/ta
  rriff.html
• http//www.bcpl.net/etowner/battle.html

Activity Tariffs and blockades are two examples
of how a government can interfere with free
trade. Make a model of a customs house or a port
being blockaded.
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Strand 5 Democratic Processes

• Unit/Lesson The Constitution
• Objectives 1) Locke and Jefferson
• 2) A contract with provisions
• 3) 1787 Constitutional Convention
• 4) Bill of Rights
• 5) Division of powers
• 6) Voting qualifications Ohio
• 7) Political Parties in Ohio

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Locke and Jefferson

• http//www.utm.edu/research/iep/l/locke.htmTwo20
  Treatises20of20Government
• http//memory.loc.gov/ammem/mtjhtml/mtjquote.html
• Activity Cite at least three quotations from
  Locke or Jefferson and tell why you agree or
  disagree with them.

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Contract with the People

• http//www.opinioneditorials.com/guestcontributors
  /bailey_20021107.html
• Activity Write your own letter to the editor
  giving your views on government as a contract
  with the people.

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1787 Constitutional Convention

• http//www.thisnation.com/library/madison/index.ht
  ml

Activity Select one of the debates on the
website and tell three reasons you are for or
against.
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Articles of the Constitution

• http//www.law.cornell.edu/constitution/constituti
  on.overview.html
• Activity Take the class quiz on the basic
  contents of the Articles of the Constitution

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Bill of Rights

• http//www.archives.gov/exhibit_hall/charters_of_f
  reedom/bill_of_rights/amendments_1-10.html
• Activity Select the guaranteed right which means
  the most to you. In a three paragraph essay,
  tell why it is important to you.

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Division of Powers

• http//www.jmu.edu/madison/gpos225-madison2/divisp
  ower.htm
• Activity Develop a chart which shows the
  division of powers between the three branches of
  government, and a second chart which shows the
  division of powers between Federal, State and
  local levels.

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Ratification of the Constitution

• http//www.thisnation.com/facts/ratification.html
• Activity Memorization of the mental pictures
  (mnemonic devices) for the order of ratification.

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Voting Qualifications

• http//www.wfu.edu/zulick/340/340suffrage.html
• http//www.state.oh.us/sos/VotingFAQ.htmregisteri
  ng
• Activity Identify the qualifications to vote and
  the Congressional district in which you live.

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Political Partiesin Ohio

• http//www.ohiodems.org/demlink.htm
• http//www.ohiogop.org/
• Activity Do you affiliate yet with a particular
  party, or do you consider yourself an
  independent? How did you make your choice?

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Strand 6 Citizenship Rightsand Responsibilities

• Unit/Lesson Tippecanoe and Tyler Too
• Objectives 1) William Henry Harrison
• 2) Tecumseh and Native rights

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William Henry Harrison

• http//www.whitehouse.gov/history/presidents/wh9.h
  tml
• Activity Explain the election slogan
  Tippecanoe and Tyler Too

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Tecumseh and Native Rights

• http//www.ohiokids.org/ohc/history/h_indian/peopl
  e/tecumseh.html
• Activity Compare the story of Tecumseh with any
  other Native American who fought against
  injustice.