Ohio Social Studies Ohio Social Studies Strands ProjectStrands Project

Grade Six Standards and Grade Six Standards and ActivitiesActivities

Tiffany MooreTiffany Moore

Lori SiconolfiLori Siconolfi

October 21, 2004October 21, 2004

Table of ContentsTable of Contents

► HistoryHistory ActivitiesActivities WebsitesWebsites

► People in SocietiesPeople in Societies ActivitiesActivities WebsitesWebsites

► GeographyGeography ActivitiesActivities WebsitesWebsites

► EconomicsEconomics ActivitiesActivities WebsitesWebsites

► GovernmentGovernment ActivitiesActivities WebsitesWebsites

► Citizenship Rights, and Citizenship Rights, and ResponsibilitiesResponsibilities ActivitiesActivities WebsitesWebsites

► Social Studies Skills Social Studies Skills and Methodsand Methods ActivitiesActivities WebsitesWebsites

History ActivitiesHistory Activities

► Students will create a timeline for Mexico. Students will create a timeline for Mexico. They will understand the chronology of the They will understand the chronology of the country from the ancient civilizations to the country from the ancient civilizations to the country today.country today.

► Working in groups, students will be assigned Working in groups, students will be assigned one of the river civilizations (Mesopotamia, one of the river civilizations (Mesopotamia, Egypt, or Huang Ho/Indus River Valley Egypt, or Huang Ho/Indus River Valley civilization), and they will research the civilization), and they will research the different geographic, political, economic and different geographic, political, economic and social characteristics and compare these to social characteristics and compare these to one another.one another.

History Activities, cont’d.History Activities, cont’d.

► Students will visit COSI and the “Progress” exhibit, Students will visit COSI and the “Progress” exhibit, in which they will travel through time and interact in which they will travel through time and interact with people of a small Midwestern town and the with people of a small Midwestern town and the technology of the time period. Students will then technology of the time period. Students will then compare and contrast the technology from the compare and contrast the technology from the exhibit (year 1898) to now.exhibit (year 1898) to now.

► The students will visit SunWatch Village in Dayton. The students will visit SunWatch Village in Dayton. Prior to the visit, each student will be assigned one Prior to the visit, each student will be assigned one area to report on: hunting and gathering, tool area to report on: hunting and gathering, tool making, use of fire, domestication of plants and making, use of fire, domestication of plants and animals, and governance. Students will then jigsaw animals, and governance. Students will then jigsaw and discuss how these people’s lives are so and discuss how these people’s lives are so different from today’s world.different from today’s world.

History Activities, cont’d.History Activities, cont’d.

► To explore the civilizations of the Maya, Inca, Aztec, To explore the civilizations of the Maya, Inca, Aztec, and Mississippian peoples, divide the class into five and Mississippian peoples, divide the class into five groups and assign each group one of the following groups and assign each group one of the following characteristics: location, government, religion, characteristics: location, government, religion, agriculture, and cultural and scientific contributions. agriculture, and cultural and scientific contributions. Each group will discover some aspect of the Each group will discover some aspect of the civilization studied that day (this will take several civilization studied that day (this will take several days). As a class, record the major information on a days). As a class, record the major information on a large chart to compare and contrast the different large chart to compare and contrast the different aspects of each civilization.aspects of each civilization.

History WebsitesHistory Websites

► The History Channel: This Day in HistoryThe History Channel: This Day in History http://www.historychannel.com/http://www.historychannel.com/ When arrive at website click on “This Day in History” When arrive at website click on “This Day in History”

headingheading► History WorldHistory World

http://www.historyworld.net/http://www.historyworld.net/► World History: Hyper History OnlineWorld History: Hyper History Online

http://www.hyperhistory.com/online_n2/History_n2/a.htmlhttp://www.hyperhistory.com/online_n2/History_n2/a.html► Documents in Military HistoryDocuments in Military History

http://www.hillsdale.edu/oldacademics/history/war/http://www.hillsdale.edu/oldacademics/history/war/► The History PlaceThe History Place

http://www.historyplace.com/http://www.historyplace.com/

People in Societies ActivitiesPeople in Societies Activities

► Student will collect photographic images of Student will collect photographic images of places and people across the United States places and people across the United States and/or World and put them together in a and/or World and put them together in a collage.collage.

► Students will create and bury a time capsule Students will create and bury a time capsule filled with materials that reflect the cultures filled with materials that reflect the cultures and traditions found in their community.and traditions found in their community.

► Students will research the Chinese New Year Students will research the Chinese New Year to learn about another cultures traditions.to learn about another cultures traditions.

People in Societies Activities, People in Societies Activities, cont’d.cont’d.

►Upon reading about the immigrants of the Upon reading about the immigrants of the early 1900’s, students will write a journal early 1900’s, students will write a journal entry describing how entry describing how theythey would feel if would feel if they were one of these immigrants.they were one of these immigrants.

►Students will imagine they are a citizen of Students will imagine they are a citizen of the Aztec Empire. They will write a journal the Aztec Empire. They will write a journal entry describing how they would feel when entry describing how they would feel when the Spanish came to conquer the area.the Spanish came to conquer the area.

People in Societies WebsitesPeople in Societies Websites

►Houghton Mifflin Education PlaceHoughton Mifflin Education Place http://www.eduplace.comhttp://www.eduplace.com

► The Major World ReligionsThe Major World Religions http://www.omsakthi.org/religions.htmlhttp://www.omsakthi.org/religions.html

►National Geographic: History and CultureNational Geographic: History and Culture http://www.nationalgeographic.com/history/http://www.nationalgeographic.com/history/

► First Nations HistoriesFirst Nations Histories http://www.tolatsga.org/Compacts.htmlhttp://www.tolatsga.org/Compacts.html

► Chinese New YearChinese New Year http://www.new-year.co.uk/chinese/http://www.new-year.co.uk/chinese/

Geography ActivitiesGeography Activities

►Use coordinates of latitude and longitude Use coordinates of latitude and longitude to locate points on a world map.to locate points on a world map.

►Students use the geography skills they Students use the geography skills they have developed to create a map and have developed to create a map and related materials for an imaginary related materials for an imaginary country.country.

►Students will write driving directions for Students will write driving directions for someplace local and create a street map someplace local and create a street map of their area. of their area.

Geography Activities, cont’d.Geography Activities, cont’d.

► Using classroom maps, students will identify Using classroom maps, students will identify on a map the location of major physical on a map the location of major physical features. They will use the correct features. They will use the correct vocabulary to identify these features.vocabulary to identify these features.

► In groups, students will research agriculture, In groups, students will research agriculture, mining, fishing, or manufacturing related to mining, fishing, or manufacturing related to the United States. They will locate the the United States. They will locate the region these industries most occur and they region these industries most occur and they will find one change in technological will find one change in technological improvement that affected the industry.improvement that affected the industry.

Geography WebsitesGeography Websites► National GeographicNational Geographic

www.nationalgeographic.com/mapswww.nationalgeographic.com/maps

► Reference Desk.comReference Desk.com www.refdesk.com/factmaps.htmlwww.refdesk.com/factmaps.html

► MapquestMapquest www.mapquest.comwww.mapquest.com

► Graphic MapsGraphic Maps www.graphicmaps.comwww.graphicmaps.com

► The World Fact book: CapitalsThe World Fact book: Capitals www.capitals.comwww.capitals.com

Economics ActivitiesEconomics Activities

► Students will analyze currency as a primary Students will analyze currency as a primary source. They will be exposed to different source. They will be exposed to different world currencies from different eras. They world currencies from different eras. They will also realize that they can learn a great will also realize that they can learn a great deal about a country by its currency.deal about a country by its currency.

► Students will read about the four main types Students will read about the four main types of industry (primary, secondary, tertiary, and of industry (primary, secondary, tertiary, and quaternary). Using this knowledge, students quaternary). Using this knowledge, students will follow a product through development will follow a product through development and identify the different types of industry and identify the different types of industry associated with each stage of development.associated with each stage of development.

Economics Activities, cont’dEconomics Activities, cont’d

► Find out how much money, in salary and Find out how much money, in salary and endorsements, a favorite athlete of yours makes endorsements, a favorite athlete of yours makes each year. Then create at least two graphics that each year. Then create at least two graphics that put these earnings in perspective. For example, you put these earnings in perspective. For example, you might create a bar graph that compares the might create a bar graph that compares the athlete's earnings to the annual earnings of some athlete's earnings to the annual earnings of some other person (such as an average American other person (such as an average American household, a full-time worker earning the federal household, a full-time worker earning the federal minimum wage, or the President of the United minimum wage, or the President of the United States) or show how many and what kinds of goods States) or show how many and what kinds of goods the athlete could purchase with these earnings.the athlete could purchase with these earnings.

Economics Activities, cont’dEconomics Activities, cont’d

► Students will discover properties of supply Students will discover properties of supply and demand through a classroom simulation and demand through a classroom simulation of the marketplace using everyday of the marketplace using everyday classroom supplies (pencils, paper, etc.) classroom supplies (pencils, paper, etc.) They will discover concepts such as prices They will discover concepts such as prices increase when supplies decrease, etc.increase when supplies decrease, etc.

► Students will compare Ohio and Florida Students will compare Ohio and Florida resources and how the resources effect resources and how the resources effect production of goods and services in that production of goods and services in that area. Students will then compare the area. Students will then compare the economic impact due to the recent economic impact due to the recent hurricane activity in Florida and the demand hurricane activity in Florida and the demand for lumber, food, and other supplies.for lumber, food, and other supplies.

Economics WebsitesEconomics Websites

► Savings Bonds for Kids!Savings Bonds for Kids! http://http://

www.publicdebt.treas.gov/sav/savkids.htmwww.publicdebt.treas.gov/sav/savkids.htm► U.S. Department of Commerce: Bureau of U.S. Department of Commerce: Bureau of

Economic AnalysisEconomic Analysis http://http://www.bea.govwww.bea.gov//

► Money Central StationMoney Central Station http://http://www.moneyfactory.com/kids/start.htmlwww.moneyfactory.com/kids/start.html

► The National Budget SimulationThe National Budget Simulation http://http://www.budgetsim.org/nbswww.budgetsim.org/nbs//

► Netscape: Money and BusinessNetscape: Money and Business http://http://money.netscape.cnn.com/default.jspmoney.netscape.cnn.com/default.jsp

Government ActivitiesGovernment Activities► Students experience democracy in action by Students experience democracy in action by

participating in a mock town meeting discussing participating in a mock town meeting discussing relevant classroom issues. (Students can gain relevant classroom issues. (Students can gain background information by attending an actual background information by attending an actual town meeting or viewing a video of one.)town meeting or viewing a video of one.)

► Make A Difference Day is the nation's largest day of Make A Difference Day is the nation's largest day of citizens volunteering to make their communities citizens volunteering to make their communities stronger - a day to lend a helping hand! In 2003, 3 stronger - a day to lend a helping hand! In 2003, 3 million people cared enough to volunteer in their million people cared enough to volunteer in their communities. Getting involved is simple. Identify a communities. Getting involved is simple. Identify a need in your community, put together a team of need in your community, put together a team of friends, students or co-workers and plan your friends, students or co-workers and plan your project. project.

Government Activities, cont’dGovernment Activities, cont’d

► The students will be assigned to represent The students will be assigned to represent their country they designed during the their country they designed during the imaginary country unit in a mock United imaginary country unit in a mock United Nations meeting. Students will be given Nations meeting. Students will be given issues to discuss if they cannot first create issues to discuss if they cannot first create their own issues. They will record what their own issues. They will record what resolutions were made and if any military resolutions were made and if any military actions will be taken, depending on the actions will be taken, depending on the issues.issues.

Government Activities, cont’dGovernment Activities, cont’d

►Describe the pros and cons of being a Describe the pros and cons of being a leader in a democracy, monarchy, or leader in a democracy, monarchy, or dictatorship in an creative format dictatorship in an creative format (pamphlet, interview, etc.)(pamphlet, interview, etc.)

►Students will complete a given activity Students will complete a given activity sheet similar to the game sheet similar to the game RiskRisk. . Student will record both the positive Student will record both the positive and negative outcomes of their and negative outcomes of their ‘military’ actions.‘military’ actions.

Government WebsitesGovernment Websites► The Presidents of the United StatesThe Presidents of the United States

http://http://www.whitehouse.gov/history/presidents/index.htmlwww.whitehouse.gov/history/presidents/index.html► Ben’s Guide to the U.S. Government for Kids: Branches of Ben’s Guide to the U.S. Government for Kids: Branches of

Government (grades 6-8)Government (grades 6-8) http://bensguide.gpo.gov/6-8/government/branches.htmlhttp://bensguide.gpo.gov/6-8/government/branches.html National Versus State Government: National Versus State Government:

http://bensguide.gpo.gov/6-8/government/index.htmlhttp://bensguide.gpo.gov/6-8/government/index.html How Laws Are Made: How Laws Are Made:

http://bensguide.gpo.gov/6-8/lawmaking/index.htmlhttp://bensguide.gpo.gov/6-8/lawmaking/index.html► State of Ohio GovernmentState of Ohio Government

http://http://ohio.gov/government.stmohio.gov/government.stm► Life in the Oval OfficeLife in the Oval Office

http://http://www.whitehouse.gov/history/life/ovaloffice.htmlwww.whitehouse.gov/history/life/ovaloffice.html► Kids World: Government and PoliticsKids World: Government and Politics

http://http://www.northvalley.net/kids/government.shtmlwww.northvalley.net/kids/government.shtml

Citizenship Rights and Citizenship Rights and Responsibilities ActivitiesResponsibilities Activities

► Students will make an annotated timeline of the Students will make an annotated timeline of the Constitutional Amendments that extended civil Constitutional Amendments that extended civil rights.rights.

► Students will create bar graphs representing Students will create bar graphs representing national polls of the presidential race at different national polls of the presidential race at different points in the campaign. With each graph students points in the campaign. With each graph students will write a brief description of why they feel a will write a brief description of why they feel a certain candidate is ahead or behind (what event certain candidate is ahead or behind (what event may have given one candidate a lead over the may have given one candidate a lead over the other).other).

Citizenship Rights and Citizenship Rights and Responsibilities Activities, Responsibilities Activities,

cont’d.cont’d.► Using the “Electoral College Calculator” Using the “Electoral College Calculator”

students will experiment to see what students will experiment to see what combinations of states it takes to win a combinations of states it takes to win a presidential election.presidential election.

► Students will make a pro’s and con’s chart Students will make a pro’s and con’s chart comparing being a citizen in a democracy, comparing being a citizen in a democracy, monarchy, dictatorship.monarchy, dictatorship.

► Students will participate in a mock election Students will participate in a mock election in which they will have to nominate in which they will have to nominate candidates, register to vote, campaign for a candidates, register to vote, campaign for a party, and vote on Election Day.party, and vote on Election Day.

Citizenship Rights and Citizenship Rights and Responsibilities WebsitesResponsibilities Websites

► Kids Voting USAKids Voting USA http://www.kidsvotingusa.org/http://www.kidsvotingusa.org/

► Take Your Kids To Vote: Middle School Age StudentsTake Your Kids To Vote: Middle School Age Students http://http://www.takeyourkidstovote.org/youth/middle.htmwww.takeyourkidstovote.org/youth/middle.htm

► Kids VotingKids Voting http://http://www.kidsvoting.orgwww.kidsvoting.org//

► Ben’s Guide to the U.S. Government for Kids: Ben’s Guide to the U.S. Government for Kids: CitizenshipCitizenship

http://bensguide.gpo.gov/6-8/citizenship/index.htmlhttp://bensguide.gpo.gov/6-8/citizenship/index.html Election Process: Election Process:

http://bensguide.gpo.gov/6-8/election/index.htmlhttp://bensguide.gpo.gov/6-8/election/index.html► Electoral College CalculatorElectoral College Calculator

http://www.archives.gov/federal_register/electoral_college/http://www.archives.gov/federal_register/electoral_college/calculator.htmlcalculator.html

Social Studies Skills and Social Studies Skills and Methods ActivitiesMethods Activities

► Students will complete a research project that Students will complete a research project that includes a bibliography. The topics can vary, as includes a bibliography. The topics can vary, as several of these projects can be done throughout several of these projects can be done throughout the year. Topics might include: State History, the year. Topics might include: State History, Biography (for example: Harriet Tubman, Franklin Biography (for example: Harriet Tubman, Franklin Delano Roosevelt, Abraham Lincoln)Delano Roosevelt, Abraham Lincoln)

► Within the context of a research project, students Within the context of a research project, students will learn about different resources and research will learn about different resources and research methods. They will learn about periodicals, methods. They will learn about periodicals, almanacs, and electronic sources among others.almanacs, and electronic sources among others.

Social Studies Skills and Social Studies Skills and Methods Activities, cont’d.Methods Activities, cont’d.

► Students will participate in a debate. This will aid in Students will participate in a debate. This will aid in their research skills since they will have to gather their research skills since they will have to gather information. Plus, this activity will aid in their information. Plus, this activity will aid in their communication skills since they will have to support communication skills since they will have to support their view with evidence.their view with evidence.

► Students will collect graphs (of any sort) from a Students will collect graphs (of any sort) from a variety of sources such as newspapers, magazines, variety of sources such as newspapers, magazines, or the internet. They will interpret these graphs and or the internet. They will interpret these graphs and discuss whether or not the publisher may be bias discuss whether or not the publisher may be bias toward the information in the graph.toward the information in the graph.

► Utilizing websites (listed on the next slide), students Utilizing websites (listed on the next slide), students will examine primary sources. They will learn about will examine primary sources. They will learn about these sources and what constitutes a primary source.these sources and what constitutes a primary source.

Social Studies Skills and Social Studies Skills and Methods WebsitesMethods Websites

► Using Primary Sources on the WebUsing Primary Sources on the Web http://www.lib.washington.edu/subject/History/RUSA/http://www.lib.washington.edu/subject/History/RUSA/

► Primary Sources on the WebPrimary Sources on the Web http://www.lib.berkeley.edu/TeachingLib/Guides/http://www.lib.berkeley.edu/TeachingLib/Guides/

PrimarySourcesOnTheWeb.htmlPrimarySourcesOnTheWeb.html► Information Please AlmanacInformation Please Almanac

http://www.infoplease.com/almanacs.htmlhttp://www.infoplease.com/almanacs.html► Fact Monster Almanac SearchFact Monster Almanac Search

http://www.factmonster.com/almanacs.htmlhttp://www.factmonster.com/almanacs.html► Links to Online Gazetteer and Related SitesLinks to Online Gazetteer and Related Sites

http://www.alexandria.ucsb.edu/gazetteer/dgie/http://www.alexandria.ucsb.edu/gazetteer/dgie/DGIE_website/gaz_links.htmDGIE_website/gaz_links.htm

The End!The End!

ED 629ED 629

Dr. HelmsDr. Helms