Ohio’s Academic Content Standards for Social Studies

Resource Utilization Plan

Bob KisselEDU 639Winter 2002

Overview of Strands

• History

• People in Societies.

• Geography

• Economics

• Government

• Citizenship Rights and Responsibilities

• Social Studies Skills and Methods

Objective

Using materials drawn from the diversity of human experience, students analyze and interpret significant

events, patterns, and themes in the history of Ohio, the United States, and world.

Activities that follow will meet these overall objectives within the context of a specific

secondary history lesson.

History

History Activities

World War II Personalities

Working in groups, students will compile political biographies of the major leaders of World War II: Roosevelt, Churchill, Stalin, Hitler, Tojo, Chang Kai-shek and Mussolini.

After completing their biography, a representative from each group will represent his character during class lessons on the war. Upon completion of the unit, representatives will participate in a round table discussion moderated by the teacher. Roundtable will review unit by focusing on pre-war objectives, war aims, agreements, and results of decisions.

History Activities

Alternate History

On December 12, 1931 Winston Churchill, former British Cabinet minister, was hit by a car while visiting in New York City. Severely injured, he contracted an infection, and died several days later.

As a review of unit on start of the Cold War, students will write a brief history of the world from 1932 to 1955 without Churchill. Some ideas to consider:

• British attitude toward Hitler before the War• Willingness of Britain to continue the war after the defeat of France • US attitude toward Germany• Outcome of Germany- Russian war• Impact of European war outcomes on US relations with Japan• World political situation in 1955.

History Activities

Shawnee History

Working in groups, students will research and report on history of the Shawnee in Ohio. Individual groups will prepare reports on Blue Jacket, Cornstalk, Tecumseh, the village of Chillicothe, and white settlement of Shawnee territory.

History Activities

Family Tree

Using discussions with your relatives, family records, and public sources compile a family tree for your family. Trace the genealogy back as far as you can.

• Create a poster graphically showing your results.

Local History

Group of students will visit local historical society and report back to class on resources available on local area.

HistoryUS National Archives: American Originals

www.nara.gov/exhall/originals/revolt.html

Alternative History

www.members.aol.com/JCooper652/Histories/index.html

American Studies Crossroad Project http://www.georgetown.edu/crossroads/

Today in History

lcweb2.loc.gov/ammem/today/today.html

Ohio Historical Society

www.ohiohistory.org

Objective

Students compare the perspectives, practices, products and impact of cultural, ethnic, and social groups to

analyze the implications of human commonality and diversity for individuals and groups within local,

national, regional, and global settings.

Activities that follow will meet these overall objectives as a supplemental activity within the context of specific secondary social studies lesson plan.

People in Societies

People in Society Activities

“Real” TV

Pick your favorite TV comedy show. Write a paper comparing your life to the lives of the people on the show.Answer the following question.

• How does the “world” in the show compare to the world you live in?• Do people in your world behave the same way they do in the show?• Why are their differences between the two worlds?• What do you think makes the show funny?• Would it be funny if it was more like the real world?• Any other thoughts or ideas you have about the results of this project.

People in Society Activities

Oral History

Students will interview a family member or friend over the age of 60. They will discuss their memories of their childhood, schooling, and teenage years. Obtain their opinions on the changes they have seen, and the impact those changes have had on American life.

Students will then write a 2-3 page paper on the results, and discuss how they feel about what they learned.

People in Society Activities

Letter to Your Ancestor

Based on the results of their Family Tree project, students will write a letter their earliest known ancestor, and explain to him/her how the world has changed since their time.

Letter to Your Descendants

Students will write a letter their great grand children, telling them how they think the children’s lives will be different from their own. Teacher will provide a list of potential areas the students might want to address.

People in Society Activities

Cultural Study

Working in groups, students will study a historical or contemporary society from a list provided by the teacher. They will then construct a day in the life of a 16 year-old member of that society including activities, education, family, and future prospects and hopes.

Each group will then present their findings to the class, and discuss their thoughts on what they have learned.

People in Societies

Anthropology: Virtual Libraryhttp://vlib.anthrotech

Oral History

www.ibiscom.com

Mythology and Folklore

http://www.bulfinch.org/

Center for the Study of Group Processes http://www.uiowa.edu/~grpproc

Institute for the Study of American Popular Culturehttp://www.americanpopularculture.com

Objective

Students use a working knowledge of geographic locations, patterns, and processes to show the

interrelationship between the physical environment and human activity, and to explain the interactions that occur

in our increasingly interdependent world.

Activities will be intended as supplemental activities in individual social studies content courses, and will be

adapted to curriculum requirements.

Geography

Geography Activities

Why wasn’t Athens Rome?11th grade World History Students, working in groups willanalyze the geography and history of ancient Greece, and the early years of the Roman republic to determine the effect that geography had on the development of these two civilizations based on study sheet supplied by the teacher.

Following completion of the first exercise, groups will be split into new groups with representation of both civilizations. Students will then compare and contrast the two cases, and identify the impact of geography on the paths and choices available.

Geography Activities

Save the World

Working in groups, secondary social studies students will investigate and report on the requirements for delivering 100,000 tons of relief supplies to a specific disaster site designated by the teacher.

Teacher will provide a profile of each relief plan specifying what supplies and personnel must be delivered, and genreal information on the capacity, availability, and projected cost of resources needed.

Students will then calculate distances, modes of transportation, and time requirements for delivering the materials on site. Students will prepare a

poster showing routes and timeframes for their relief plans.

Geography Activities

Where Does it Come From

Working in Groups, secondary social studies students will examine the clothing they are wearing, and identify the country where each item was produced.

The students will then:• make a list of the countries;• estimate how the goods were transported to the US;• estimate the mileage each item would have on its odometer;• total the miles for the group for comparison with other

groups

Geography ActivitiesGlobal Warming

Working in groups, secondary social studies students will investigate the issues relating to global warming and climate.Teacher will assign different area of the debate to groups, who will prepare a report on the issues.

Following completion of individual group reports, students will assemble into new groups formed by one representative of each group. Students will report their results to the new group, and each group will summarize the findings, and suggest responses to the concerns over global warming.

Geography Sites

U.S. Geological Surveyhttp://info.er.usgs.gov/

Global Warming Centralwww.pace.edu/lawschool/env/energy/globalwarming.html

National Oceanic and Atmospheric Agency

http://www.noaa.gov/

Geography Worldhttp://members.aol.com/bowermanb/101.html

Central Intelligence Agency: World Factbookhttp://www.cia.gov/cia/publications/factbook/index.html

Objective

Students acquire a working knowledge of major economic concepts, issues, and systems in order to develop economic reasoning skills used to make

informed choices as producers, consumers, savers, investors, workers, and citizens in an interdependent

world.

The following activities are designed as supplemental familiarization exercises for high school students in social

studies classes, and would be modified when necessary to fit particular curriculum requirements.

Economics

Economics Activities

Income Requirements

Students will complete a brief analysis of income needs after completing their education based on their short term (5 year) and long term (more than 5 year) goals. They will prepare written responses for goals in the following: Subsistence, Housing, Family, Transportation, Leisure and vacation preferences, hobbies, and other areas.• Students will prepare a table estimating minimum, comfortable, and

room to spare annual income estimates in each category.

Following completion of the exercise, teacher will discuss types of expenses that should have been included in each category, and have students review and rebuild their estimates. Students will retain final products for later activities.

Economics Activities

Monthly Budget 1

Using the short term goals identified in the previous activity, students will prepare an estimated monthly budget for their first year of independent living.

Following completion of the initial budget, class will discuss the costs in each budget category, and identify items and costs that should have been included. Students will then revise their budgets as necessary.

After being checked teacher, students will retain budget.

Economics Activities

Monthly Budget 2

Using the long term goals identified previously, and the completed short term budget, students will estimate long term monthly budget requirements based on their goals. Budget will be completed for 10 year increments.

Following completion of the initial budget, class will discuss the costs in each budget category, and identify items and costs that should have been included. Students will then revise their budgets as necessary.

Students will then compare this budget to the short term budget and highlight need for growth in annual income. After being checked teacher,

students will retain budget.

Economics Activities

Income SurveyWorking in groups, students will investigate carreer income potential of various careers and trades. Each group will research and report on individual segments.

Following completion of this activity, students will compare this information with the individual income requirements in their long term

goals.

Stock Market Game

Using the game rules and information on the Indiana Council for Economic Education web site, students will create a stock portfolio and

track its progress throughout the semester.

Economics

Economic Geographyfaculty.washington.edu/krumme/ebg1.html

EconEd Linkwww.econedlink.org

Federal Reserve Bank of San Franciscowww.frbsf.org/education/

Indiana Council for Economic Educationwww.indianasms.com

Wall Street Journal Classroom Editionwww.wsjclassroomedition.com/index.html

Objective

Using a working knowledge of the purposes, structures, and functions of political systems at the

local, state, national, and international levels, students understand that people create systems of

government as structures of power and authority to provide order and stability.

Following activities are intended for 11th or 12th grade students

in the required government course

Government

Government Activities

Vexation without Representation

Class will be divided into three groups: teachers, parents, and school administrators. Each group will be given issue statements and personal profiles. They will prepare a statement for a school board meeting discussing the following issue:

Should the school adopt uniforms for all students.Teacher will represent the School Board at a mock Board Meeting. Decision will be deferred unless all three sides agree.

After the mock Board meeting, students discuss the following:• views on the process• whose interests did the different groups represent?• who best represented the students interests?

Government Activities

Progress of a Bill

Using the Internet, groups of students will track the progress of specific legislation (selected by the teacher), through the previous session of US Congress.Students will compile:• a description and analysis of the bill• an analysis of the pro and con positions on the bill• a history of the bill, • a timeline showing progress of the bill• an analysis of the reasons for the bill’s success or failure

Government Activities

Supreme Court Decision

Working in groups, students will research and report on a US Supreme Court decision issued in the last session. The report will include the following:• A description of the case that initiated the appeal.• A history of the appeals process and decisions • An analysis of the potential political or social impact of

the issue• An analysis of the Courts decision, the votes of the

justices, and its impact on past cases.

Government Activities

State GovernmentWorking in groups, students will identify state agencies, courts, and state sponsored activities in their area. They will identify local offices, and prepare phone and e-mail addresses for information about state agencies. Results will be combined into a contact list for future use.

State GovernmentWorking in groups, students will identify local government agencies and their area. They will list their functions, and prepare phone and e-mail contact list for state agencies for future use.

Government

White Housewww.whitehouse.gov

Thomas (Congressional website)http://thomas.loc.gov

US Supreme Courtwww.supremecourtus.gov

General Accounting Office: Reports on Line http://www.gao.gov

State of Ohiohttp://state.oh.us

Ohio municipalitieswww.oplin.lib.oh.us/products/munici/

Objective

Students demonstrate knowledge of the rights and responsibilities of citizenship and apply this knowledge to examine and evaluate civic ideals and to participate in the

American democratic system.

Following activities are intended for 11th or 12th grade students in the required government course or as supplements to other

secondary social studies courses

Citizenship Rights and Responsibilities

Citizenship Activities

Local governmentStudents will go to a meeting of your local city or township council. They will write a paper on what they observed, and their impressions of the meeting. The paper will include these questions.

• How many council members are there, and how many were present for the meeting?

• What issues were discussed?• Who addressed the meeting any why?• Should the issues discussed in the meeting have been

decided by the state government in Columbus? • Would you like to be a member of your local council?

Why?•What other thoughts do you have about your experience?

Citizenship Activities

Simulated Political Campaign

Students will research a current political issue. They will be divided into two groups, and provided with biographical fact sheets detailing their individual interest in the issue.

They will then plan and prepare a political campaign to support or defeat a state-wide ballot Issue on the subject for an upcoming election.• Functions will include, fundraising, endorsements, advertising, and

getting out the vote.

Teacher will stop activities at key points, judge progress, and simulate new conditions for future activities based on results to that point.

Citizenship Activities

Citizenship Test

Students will take the Immigration and Naturalization Citizenship test early in the school year. Teacher will use the test as a pre-test to help determine curriculum needs.

Following grading and return of the test, students will discuss the following issues:• Does the test represent things a person should know

before they are allowed to be citizens? • Should natural born citizens have to pass the test before

they are allowed to register to vote.

Citizenship Activities

Voting

Working in groups, students will compile information on voting habits of Americans and major demographic groups within the voting public. Students will prepare a brief presentation reflecting their results.

Following the presentation, students will reconvene groups, and prepare presentation on the following issues.• What do current voting patterns show about the attitude of Americans

toward their government?• What can be done to increase voter participation?• Should something be done to increase voter participation?

•Why?

Citizenship Rights and Responsibilities

INS US Citzenship Test

http://citizenship.insexperts.com/instest.htm#civicstest.htm

Martin Luther King Jr. Papers Project

www.stanford.edu/group/King

League of Women Voters: National

www.lwv.org/

Rock the Vote

www.rockthevote.org

Common Cause

www.commoncause.org

Objective

Students demonstrate the ability to research, organize, evaluate, synthesize, and draw conclusions from information

about social studies issues. Students communicate this information using appropriate social studies terminology in oral, written, or multimedia form and apply what they have learned to societal issues in simulated or real world settings.

Activities that follow will meet these overall objectives as supplemental activities within the context of a specific

secondary social studies lesson..

Social Studies Skills and Methods

Skills and Methods Activities

Translate the Federalist Papers

Working in groups, students will be given selected passages of key Federalist Paper comments on the Constitution. Students will use research and existing understanding of American History to “translate” the passages into current vernacular English, including contemporary examples of problems cited in the papers.

Each group will read their translation to rest of the class who will briefly question and discuss the passage.

Skills and Methods Activities

Computer Impacts

Working in groups students will explore the impact of computers on the modern world. Groups will explore impacts on business, government, medicine, communication, and home entertainment, by comparing and contrasting current practices with those of the 1970’s. Following the initial investigation, students will be regrouped with one representative of each group in the new groups.

• New groups will prepare and present a list of 10 major impacts and the reason they consider it important.

• Each group will also present a list of five new developments that may

occur in the next 10 years.

Skills and Methods Activities

Images

Using internet resources, students will explore government and commercial sites to obtain satellite images of the earth, planets, and stellar features or other scientific image sites. Students will incorporate images into a computer presentation.

Groups will present their results to the class, and class will vote to name five coolest sites.

Skills and Methods Activities

Global Grocery List Project Utilizing the internet, students will explore the Global Grocery List Project web site. If feasible, students will participate in the project of sharing and comparing prices and availability of goods and products with students from Third World Countries.

United NationsWorking in groups, students will compile a list of new nations entering the United Nations in 10 year periods since founding. Students will characterized the entries for each period, and discuss what that tells them about world political developments during that period.

Social Studies Skills and Methods

The Machine that Changed the Worldhttp://ei.cs.vt.edu/~history/TMTCTW.html

Passport to Knowledgepassporttoknowledge.com/students.html

Global Grocery List Projectlandmark-project.com/ggl

The World Links for Development (WorLD)

www.worldbank.org/

Library of Congress

www.loc.gov