Communities: Past and Communities: Past and Present, Near and FarPresent, Near and Far

Grade: 3Grade: 3rdrd

Strands PowerPoint PresentationStrands PowerPoint PresentationED 417-01ED 417-01

Charissa Charpie, Laura Groeschen, Gloria MoriCharissa Charpie, Laura Groeschen, Gloria Mori

Table Of ContentsTable Of Contents

HistoryHistory

History WebsitesHistory Websites

People In SocietiesPeople In Societies

People In Societies People In Societies WebsitesWebsites

GeographyGeography

Geography WebsitesGeography Websites

EconomicsEconomics

Economics WebsitesEconomics Websites

GovernmentGovernment

Government WebsitesGovernment Websites

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

Citizenship Rights and Citizenship Rights and Responsibilities Responsibilities WebsitesWebsites

Social Studies Skills and Social Studies Skills and MethodsMethods

Social Studies Skills and Social Studies Skills and Methods WebsitesMethods Websites

Introduction:Introduction:Communities: Past and Communities: Past and Present, Near and FarPresent, Near and Far

The local community serves The local community serves as the focal point for third as the focal point for third grade as students begin to grade as students begin to understand how their understand how their community has changed community has changed over time and to make over time and to make comparisons with comparisons with communities in other communities in other places. The study of local places. The study of local history comes alive through history comes alive through the use of artifacts and the use of artifacts and documents. They also documents. They also learn how communities are learn how communities are governed and how the local governed and how the local economy is organized.economy is organized.

HistoryHistory

• Activity 1Activity 1• Students will make a time line consisting of Students will make a time line consisting of

important dates and people in history. important dates and people in history.

• Activity 2Activity 2• Students will create a Venn diagram. Class Students will create a Venn diagram. Class

will discuss modes of transportation before will discuss modes of transportation before and after the industrial revolution. They will and after the industrial revolution. They will put these findings into the Venn diagram. put these findings into the Venn diagram. *Talk about the Amish way of living.*Talk about the Amish way of living.

HistoryHistory

• Activity 3Activity 3• Students will take a trip to the historical Students will take a trip to the historical

society. There they will see pictures of society. There they will see pictures of the beginning of their community. If the beginning of their community. If possible, they will see a bird’s eye view possible, they will see a bird’s eye view map of the city before and after map of the city before and after development. Discuss what the development. Discuss what the community was based around/built on community was based around/built on (i.e., near springs) and if that is still (i.e., near springs) and if that is still important today.important today.

HistoryHistory

• Activity 4Activity 4

• Together as a class students will come up Together as a class students will come up with a pre-definition of what they think with a pre-definition of what they think technology is. They will explore the technology is. They will explore the different types of technology and how it different types of technology and how it has changed in their schools. Students will has changed in their schools. Students will then create a post definition of technology then create a post definition of technology and compare the two.and compare the two.

HistoryHistory

• Activity 5Activity 5

• Students will create a history book for the Students will create a history book for the community their school is located in. It will community their school is located in. It will include when it was established, who include when it was established, who founded it, and the major events leading founded it, and the major events leading up to the present time.up to the present time.

WebsitesWebsites• http://http://www.brainpop.comwww.brainpop.com/ / Brain PopBrain Pop• http://http://www.oplin.org/fal.php?msgwww.oplin.org/fal.php?msg= = Ohio Ohio

Public Library Information NetworkPublic Library Information Network• http://pbskids.org/democracy/educatorshttp://pbskids.org/democracy/educators The The

Democracy ProjectDemocracy Project• http://http://school.discovery.comschool.discovery.com/ / Discovery Discovery

SchoolSchool• http://http://

www.ed.wright.edu/~rhelms/home.htmlwww.ed.wright.edu/~rhelms/home.htmlDr. Ronald HelmsDr. Ronald Helms

People in SocietiesPeople in Societies

• Activity 1Activity 1

• Students will explore different types of Students will explore different types of artistic expression. Then they will take a artistic expression. Then they will take a trip to the Dayton Art Institute. Upon trip to the Dayton Art Institute. Upon returning, students will choose their returning, students will choose their favorite work/artist and create a classroom favorite work/artist and create a classroom gallery of their own artwork.gallery of their own artwork.

People in SocietiesPeople in Societies

• Activity 2Activity 2• Have leaders of different religious Have leaders of different religious

organizations come into class and speak organizations come into class and speak about what their responsibilities are within about what their responsibilities are within the community.the community.

• Activity 3Activity 3• Talk about the local festivals held each year Talk about the local festivals held each year

and discuss their originations, traditions, and discuss their originations, traditions, and food. Send a handout home with the and food. Send a handout home with the students with festival schedule of events. students with festival schedule of events.

People in SocietiesPeople in Societies

• Activity 4Activity 4

• Invite parents of different cultural Invite parents of different cultural backgrounds to prepare food, and present backgrounds to prepare food, and present a presentation of their family’s culture. a presentation of their family’s culture. *Discuss the differences in breakfast, *Discuss the differences in breakfast, lunch, supper, dinner, afternoon tea, lunch, supper, dinner, afternoon tea, brunch, etc.brunch, etc.

People in SocietiesPeople in Societies

• Activity 5Activity 5

• Students will discuss the origin and history Students will discuss the origin and history of the Olympics. Students will coordinate of the Olympics. Students will coordinate a school wide Olympics with the Physical a school wide Olympics with the Physical Education teacher. Each class will Education teacher. Each class will represent a different country. represent a different country.

WebsitesWebsites• http://http://www.culture.ohio.gov/project.asp?projwww.culture.ohio.gov/project.asp?proj

==daidai Dayton Art InstituteDayton Art Institute• http://http://

www.adherents.com/Religions_By_Adherentwww.adherents.com/Religions_By_Adherents.htmls.html Major Religions of the World Ranked by Major Religions of the World Ranked by Number of Adherents Number of Adherents

• http://http://www.wcnet.org/~kbrandt/ohio.htmwww.wcnet.org/~kbrandt/ohio.htm Ohio Festivals, Fairs and EventsOhio Festivals, Fairs and Events

• www.brainpop.comwww.brainpop.com Brain Pop Brain Pop• http://www2.lhric.org/pocantico/olympics/wihttp://www2.lhric.org/pocantico/olympics/wi

nterolympics.htm nterolympics.htm Winter Olympic For Kids Winter Olympic For Kids

GeographyGeography

• Activity 1Activity 1• The students will map the cross-country The students will map the cross-country

campaign stops of the presidential campaign stops of the presidential candidates.candidates.

• Activity 2Activity 2• After learning about government services After learning about government services

and branches of local government, and branches of local government, students identify important landmarks, students identify important landmarks, institutions, and structures within their institutions, and structures within their community. They will then create an community. They will then create an edible map to share with classmates.edible map to share with classmates.

GeographyGeography

• Activity 3Activity 3• Students create maps with a color key Students create maps with a color key

showing presidential election night showing presidential election night results.results.

• Activity 4Activity 4• Students will discuss the symbolism of the Students will discuss the symbolism of the

Statue of Liberty. Students will discuss Statue of Liberty. Students will discuss why people come to America and the why people come to America and the places in the world from which they come.places in the world from which they come.

GeographyGeography

• Activity 5Activity 5

• Students will interview their parents. Students will interview their parents. They will find out about their heritage and They will find out about their heritage and the parts of the world their ancestors the parts of the world their ancestors came from.came from.

WebsitesWebsites• http://http://pbskids.orgpbskids.org/democracy/educators/democracy/educators

The Democracy ProjectThe Democracy Project

• http://http://school.discovery.comschool.discovery.com/ / Discovery Discovery

SchoolSchool

• http://www.education-world.comhttp://www.education-world.com/ / Education WorldEducation World

• http://www.abanet.org/publiced/lawday/schttp://www.abanet.org/publiced/lawday/schools/lessons/k4_contract.html hools/lessons/k4_contract.html America Bar AssociationAmerica Bar Association

• www.brainpop.comwww.brainpop.com Brain Pop Brain Pop

EconomicsEconomics

• Activity 1Activity 1

• Students will be exposed to the causes, Students will be exposed to the causes, consequences, the amount, and the consequences, the amount, and the history of the national debt. After history of the national debt. After research and discussion, students will research and discussion, students will pose their own solutions for overcoming pose their own solutions for overcoming the debt (i.e. bake sale, garage sale)the debt (i.e. bake sale, garage sale)

EconomicsEconomics

• Activity 2Activity 2

• Students will identify local, state, and Students will identify local, state, and federal government services, their cost federal government services, their cost and the income that pays for them. and the income that pays for them. Students will create pie graphs and use Students will create pie graphs and use these for drawing conclusions and making these for drawing conclusions and making figures comparisons.figures comparisons.

EconomicsEconomics

• Activity 3Activity 3

• Students will learn about contractual Students will learn about contractual agreements and how breaking them could agreements and how breaking them could cause financial problems. Students will cause financial problems. Students will then create their own make believe then create their own make believe contracts.contracts.

EconomicsEconomics

• Activity 4Activity 4• Students will have a hands-on exploration of Students will have a hands-on exploration of

basic economic terms such as goods, basic economic terms such as goods, services, resources and specialization via a services, resources and specialization via a trip to the local grocery store. trip to the local grocery store.

• Activity 5Activity 5• Students will identify examples of goods Students will identify examples of goods

and services. They will explain and and services. They will explain and demonstrate the use of money in everyday demonstrate the use of money in everyday life. Students will then open up a classroom life. Students will then open up a classroom store and take turns sharing responsibilities.store and take turns sharing responsibilities.

WebsitesWebsites

• www.eduref.org/Virtual/Lessons/Social_Stuwww.eduref.org/Virtual/Lessons/Social_Studies/Economics/ECO0200.htmldies/Economics/ECO0200.html Integrating Economics Topics Integrating Economics Topics

• http://http://pbskids.orgpbskids.org/democracy/educators/democracy/educators The Democracy ProjectThe Democracy Project

• http://http://school.discovery.comschool.discovery.com/ / Discovery Discovery SchoolSchool

• http://www.education-world.comhttp://www.education-world.com/ / Education WorldEducation World

• www.brainpop.comwww.brainpop.com Brain Pop Brain Pop

GovernmentGovernment

• Activity 1Activity 1• Students will discuss the roles of the U.S. Students will discuss the roles of the U.S.

president. They will then write letters to president. They will then write letters to the president and ask about his job.the president and ask about his job.

• Activity 2Activity 2• Students will identify the legal Students will identify the legal

requirements, experiences and personality requirements, experiences and personality traits that equip someone to be a traits that equip someone to be a successful president. Use the job successful president. Use the job descriptions from activity one and write a descriptions from activity one and write a newspaper article.newspaper article.

GovernmentGovernment

• Activity 3Activity 3• Students will define a “good citizen,” explore Students will define a “good citizen,” explore

ways of students to volunteer in the ways of students to volunteer in the community, and create public service community, and create public service campaigns about the importance of civic campaigns about the importance of civic responsibility.responsibility.

• Activity 4Activity 4• Ask the students to identify leaders within Ask the students to identify leaders within

their community. Brainstorm the kinds of their community. Brainstorm the kinds of responsibilities the following leaders have: responsibilities the following leaders have: teacher, principal, governor and mayor. teacher, principal, governor and mayor. Graph results and display in the classroom.Graph results and display in the classroom.

GovernmentGovernment

• Activity 5Activity 5

• Students will learn about political parties Students will learn about political parties by creating new political parties and issue by creating new political parties and issue platforms. Plan for a mock convention.platforms. Plan for a mock convention.

WebsitesWebsites

• www.kidsvotingohio.orgwww.kidsvotingohio.org Kids Voting Kids Voting• www.brainpop.comwww.brainpop.com Brain Pop Brain Pop• http://http://pbskids.orgpbskids.org/democracy/educators/democracy/educators

The Democracy Project The Democracy Project• http://http://school.discovery.comschool.discovery.com/ / Discovery Discovery

SchoolSchool• http://www.education-world.comhttp://www.education-world.com/ /

Education WorldEducation World

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

• Activity 1Activity 1

• Students will be given two ballots. Students will be given two ballots. The first will be non-descriptive and The first will be non-descriptive and they will vote on the issue. The they will vote on the issue. The second ballot will be detailed. The second ballot will be detailed. The students will take another vote and students will take another vote and discuss how the two ballots differ.discuss how the two ballots differ.

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

• Activity 2Activity 2• Students will use different forms of voting Students will use different forms of voting

to vote on a classroom issue (i.e., thumbs to vote on a classroom issue (i.e., thumbs up, thumbs down, eyes closed/open, tally up, thumbs down, eyes closed/open, tally marks, etc.)marks, etc.)

• Activity 3Activity 3• After reading After reading Duck for PresidentDuck for President, the , the

students can have a mock campaign students can have a mock campaign within the classroom.within the classroom.

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

• Activity 4Activity 4• Students learn about the important public Students learn about the important public

services that the government provides and the services that the government provides and the importance of voting. Students will create a importance of voting. Students will create a public service campaign to encourage adults public service campaign to encourage adults in the community to vote.in the community to vote.

• Activity 5Activity 5• Students will brainstorm ideas of how to make Students will brainstorm ideas of how to make

their community a better place to live. They their community a better place to live. They will choose one item from the list and form will choose one item from the list and form ideas of how to implement it (i.e., trash pick ideas of how to implement it (i.e., trash pick up).up).

WebsitesWebsites

• http://http://pbskids.orgpbskids.org/democracy/educators/democracy/educators The Democracy ProjectThe Democracy Project

• www.enchantedlearning.com/vote/presidewww.enchantedlearning.com/vote/presidentialelections.shtmlntialelections.shtml Enchanted Learning Enchanted Learning

• www.kidsvotingohio.orgwww.kidsvotingohio.org Kids Voting Kids Voting• http://www.education-world.comhttp://www.education-world.com/ /

Education WorldEducation World• http://http://school.discovery.comschool.discovery.com/ / Discovery Discovery

SchoolSchool

Social Studies Skills and Social Studies Skills and MethodsMethods

• Activity 1Activity 1• Teacher will explain that voting is making Teacher will explain that voting is making

a choice. Students will vote between two a choice. Students will vote between two flavors of cookies and make a voting chain flavors of cookies and make a voting chain from their votes.from their votes.

• Activity 2Activity 2• Students will be given facts about a Students will be given facts about a

pretend crime. They will be assigned jobs pretend crime. They will be assigned jobs of lawyer, judge, police officer, jury, etc. of lawyer, judge, police officer, jury, etc. They will then have a mock trial and learn They will then have a mock trial and learn about due process.about due process.

Social Studies Skills and Social Studies Skills and MethodsMethods

• Activity 3Activity 3• Teacher will put together a word search for Teacher will put together a word search for

the student’s Social Studies text. They will the student’s Social Studies text. They will need to know how to utilize their table of need to know how to utilize their table of contents, glossary, and title pages to find contents, glossary, and title pages to find the words.the words.

• Activity 4Activity 4• Students will discuss cause and effect Students will discuss cause and effect

relationships. As a class, they will create a relationships. As a class, they will create a T-chart showing causes and effects of not T-chart showing causes and effects of not voting. voting.

Social Studies Skills and Social Studies Skills and MethodsMethods

• Activity 5Activity 5

• Students will participate in a primary Students will participate in a primary election simulation to explore the process election simulation to explore the process of choosing a new school mascot. of choosing a new school mascot. Students will research maps, photos, oral Students will research maps, photos, oral histories and local newspaper to gather histories and local newspaper to gather information and ideas for a new mascot.information and ideas for a new mascot.

WebsitesWebsites

• www.kidsvotingohio.orgwww.kidsvotingohio.org Kids Voting Kids Voting• http://http://www.oplin.org/fal.php?msgwww.oplin.org/fal.php?msg= =

Ohio Public Library Information Ohio Public Library Information NetworkNetwork

• http://http://pbskids.orgpbskids.org/democracy/educators/democracy/educators The Democracy ProjectThe Democracy Project

• http://unix32.nysed.gov:9210/ciai/socshttp://unix32.nysed.gov:9210/ciai/socst/ssessentitems.htm t/ssessentitems.htm Social StudiesSocial Studies

• www.brainpop.comwww.brainpop.com Brain Pop Brain Pop