Ohio HistoryOhio History

Grade 4

Ohio Social Studies Strands

By Heidi Shively

ED 417-02

Table of ContentsTable of Contents

American HeritagePeople in SocietiesWorld InteractionsCitizenship RightsDemocratic ProcessesDecision Making and ResourcesScience, Technology, and Society

American HeritageAmerican Heritage

Aspects of the PastUniqueness of the American people in the

worldRecognizing similarities between cultures

American Heritage GoalsAmerican Heritage Goals

The students will be able to:

1. Students will be able to identify the sequence of events in history.2. Students will be able to group events on a timeline.3. Students will be able to recognize that change occurs in history.

Web SitesWeb Sites

http://www.ohiotourism.com This website shows what Ohio has to offer. It

includes major events, maps, etc. http://www.ohio200.org This website has a countdown until the Bicentennial

celebration for Ohio. http://www.ohio200.org/news/qrtrdsgn.html This website has a current update on the Birthplace

of Aviation design recommended for the Ohio quarter.

More websitesMore websites

http://www.ohiokids.org

This website offers timelines, history, games,

and programs for kids.

http://www.odod.state.state.oh.us

This page shows the development that is occurring in Ohio. It shows results of the census and more.

ActivitiesActivities

Students will create a timeline of important historical events that occurred in Ohio

Students will look up reference materials on Ohio. This will include: encyclopedias, magazines, almanacs, atlases, maps, globes, etc.

Students will visit the Springfield Heritage center on a field trip to see artifacts and historical documents.

More ActivitiesMore Activities

Students will talk to a relative about what has happened in Ohio during their lifetime.

History Bingo: Create a bingo card with vocabulary words, facts, and events during Ohio’s development. Play bingo using this information with the students.

People In SocietiesPeople In Societies

Recognizes what cultural groups are.Recognizes the differences of ethnic

groups.Recognizes what immigrants are and their

continent of origin.

          

 

People In Societies Goals:People In Societies Goals:

Students will be able to:

1. Identify the various kinds of cultural groups that have lived or live in Ohio.

2. Identify or explain how various cultural groups have participated in the state’s development.

3. Identify or compare the customs, traditions, and needs of Ohio’s various cultural groups.

Web SitesWeb Sites

http://ohio.govThis website is about Ohio. It offers

information for visitors and residents.http://encarta.msn.com/find/Concise.asp?ti=

00D9B000This website offers information about Ohio

people.

More Web SitesMore Web Sites

http://www.ohiobio.org This webpage has information on famous

Ohioans. http://renfestival.com This webpage is about the Renaissance Festival

that is in Harveysburg, Ohio. http://georgetown.edu/crossroads/community.html This webpage covers American communities and

societies.

ActivitiesActivities

Students will write a paper about a famous Ohioan.

Students will take a field trip to the Ohio Renaissance Festival.

Students will compare cultures and customs of different Ohio groups.

Students will write a letter to the governor of Ohio.

Students will talk with an older relative about their favorite traditions.

World InteractionsWorld Interactions

Awareness of what is going on in other parts of the world.

Cultural, economic, and government issues around the world.

Understanding of major reference points on Earth.

World Interactions Goals:World Interactions Goals:

Students will be able to:

1. Identify various reference points on Earth.

2. Locate major landforms and bodies of water.

3. Use a number/ letter grid to locate places on a map.

Web SitesWeb Sites

http://www.mapquest.com

Students will find out how many miles it is to a destination.

http://www.nationalgeographic.com/resources/ngo/maps

This site has map information on trails, cities, continents, and time periods.

                                                 

More Web SitesMore Web Sites

http://pubweb.parc.xerox.com/map Students can create their own map and change the

shape, size, and color of the maps. http://www-map.lib.umn.edu/map_libraries.html This website shows maps of different times. http://www.randmcnally.com/rmc/home.jsp This webpage shows maps, directions, and

construction zones.

ActivitiesActivities

Students will use the xerox website to help them design a map.

Students will identify continents and bodies of water by matching them on a map.

Students will all go to the board and mark on one map where they were born. As a class, we will figure out who lived the farthest away, etc.

Have students color a map and identify the locations on the map.

Have students pick a country and share with the class the customs, cultures, and where it is located.

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

Help prepare students for their role as adult citizens.

Examine activities that are a part of people’s civic lives in a democratic republic.

Citizenship Rights and Citizenship Rights and Responsibilities GoalsResponsibilities Goals

Students will be able to:

1. Differentiate between statements of fact and opinion found in information about public issues and policies.

2. Identify and assess the possibilities of group decision making, cooperative activity, and personal involvement in the community.

3. Identify the elements of rules relating to fair play.

Web SitesWeb Sites

http://www.kidsvotingusa.org This website is dedicated to securing democracy for

the future by involving youth in the election process today.

http://www.igc.org/cvd This website studies voting patterns, representation

and political influence of money. http://www.womenvote.org This website explores a nonpartisan voting guide that

highlights politicians’ stances on women’s issues.

More Web SitesMore Web Sites

http://www.fairvote.orgThis website analyzes the effects of voting

systems on citizen participation and discusses possible methods of reform.

http://vote-smart.orgThis website locates candidates and elected

officials, one may learn about political issues, and track the status of legislation.

ActivitiesActivities

Students will be given statements and students will be asked to explain why a statement is factual or an opinion.

Students will need to decide as a class public issues such as vandalism, school rules, recycling.

Students will have a mock trial and vote on a particular issue.

More ActivitiesMore Activities

Students will debate certain issues in front of class.

Students will look at newspapers and distinguish between facts and opinions.

Democratic ProcessesDemocratic Processes

This is how state and local governments operate.

This strand concerns the functions of the various branches of government and the purpose of government.

Democratic Process GoalsDemocratic Process Goals

Students will be able to:

1. Identify the function of each branch of state government.

2. Identify the purposes of state government.

Identify or explain the purposes of local government.

Web SitesWeb Sites

http://www.congress.org This website can help a student locate their

representative. http://lcweb.loc.gov This website is the largest United States federal cultural

institution that has a massive collection in books and other media. One may search databases and view multimedia.

http://www.loc.gov This website shows American democratic process at

work.

Web Sites ContinuedWeb Sites Continued

http://www.ohio.govThis website helps students find

information about Ohio.http://www.whitehouse.govThis website shows pictures of the President

and the White House.

ActivitiesActivities

Students will be given a branch of the government and asked to identify its function.

Students will be given a purpose and asked to identify or describe an example of governmental activity appropriate to the purpose.

Students will take a field trip to Columbus to visit the governor or lieutenant governor.

Students will make a chart of the three branches of government and name a government position to each branch of government.

More ActivitiesMore Activities

Vocabulary Bingo: Students will play bingo based on vocabulary definitions and words.

Decision Making and Decision Making and ResourcesResources

Examines basic economic concepts as they relate to people’s everyday lives.

This includes land, labor, capital, and entrepreneurship.

Decision Making and Decision Making and Resources GoalsResources Goals

Students will be able to:

1. Identify the factors of production (land, labor, capital, and entrepreneurship) needed to produce various goods and services.

2. Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for those factors.

3. Classify various economic activities as examples of production or consumption.

Web SitesWeb Sites

http://ecedweb.unomaha.edu The mission of EcEdWeb (Economic Education

Website) is to provide support for economic education in all forms at all levels.

http://price.bus.okstate.edu/econdept.html This website links to university departments and they are

organized alphabetically or by state. http://usda.mannlib.cornell.edu/usda/usda.html This website is a partnership of the USDA and Cornell

offers reports and data sets on crops, lifestock, trade, and prices.

Web SitesWeb Sites

http://www.doc.govThis is the official site of the federal

government. On this site, trade data, economic indicators, business services, and agency links and contracts are found.

http://www.usaee.orgThis is the website for the US Association

for energy economics.

ActivitiesActivities

Students will be presented with common goods and services and asked to identify particular resources needed to produce them.

Students will be given a task (land, labor, capital, entrepreneurship) to use in a marketplace.

Students will watch a movie about a successful company and how they make wise business decisions.

Students will be asked to examine an activity and to indicate if the activity is an example of production or consumption.

Activities ContinuedActivities Continued

Students will participate in junior achievement.

Science, Technology, and Science, Technology, and SocietySociety

Examines how advancements in technology and science have helped society.

Examine the necessity to continually improve society.

Science,Technology, and Science,Technology, and Society GoalsSociety Goals

Students will be able to:

1. Examine science, technology, and society.

2. Name some uses of science and technology and its effects on society.

3. Identify the advantages of knowledge in science and technology.

Web SitesWeb Sites

http://www.nasa.gov This website is about NASA and space exploration. http://cnn.com/TECH This website is about science and technology

coverage with audio files, full text stories, and QuickTime clips.

http://pubs.acs.org/journals/esthag This website covers issues on waste treatment,

pollution, and environmental changes.

Web Sites ContinuedWeb Sites Continued

http://www.si.eduThis website is the official page of the

Smithsonian Institute.http://www.sciencemag.orgThis website is from the weekly research

journal published by the American Association for the Advancement of Science.

ActivitiesActivities

Students will create a PowerPoint Presentation about science invention or technology advancement.

Students will do a science experiment, example a volcano.

Students will watch a NASA video. Students will evaluate society. Students will work in groups and together find out

information about a contributor to the science or technology field.

ConclusionConclusion

Citizenship is an important part of the fourth grade curriculum. Students will be able to better understand their rights as citizens and young adults.