Ohio’s Model Competency-Based Program

Social Studies

Royce Silverwood

ED 417-02

Dr. Helms

Introduction

The goal of this presentation it to show how the Ohio Model for Social studies could be applied to a Eighth grade class setting. This will be accomplished by showing how the six main strands of…

Introduction Cont.

the model can be applied to the teaching

different aspects of history.

Eighth Grade Performance Objectives

1. Given an historical narrative, the learner will select significant changes which occurred during the time period of the narrative, discuss the importance of the changes, place the changes on a timeline and question the cause and effect of the changes.

2. Given significant developments in history from 1490 to 1815, the learner will explain their contributions to the cultural heritage f the United StatResponsibilitiese Objectives Cont.

Performance Objectives Cont.

3. Given information about cultures on three different continents between 1490 and 1815, the learner will select and compare two of the following:

a. art, literature, and musicb. science and technologyc. Philosophy and religion

4. The learner will select and explain the significance of political, economic, or ideological connections between different parts of the world.

Performance Objectives Cont.

5. Given a level of government, the learner will identify a service typically provided by that level and a tax typically used to support government at that level.

6. Given the United States Constitution, the learner will select a portion of the document and explain the events, issues, ideas, and/or documents that influenced the development of the selected portion.

Performance Objectives Cont.

7. Given a citizen concern, the learner will identify the level and branch of government responsible for addressing that concern.

8. Given a set of criteria, the learner will evaluate the actions of public officials.

American Heritage

This strand has the students look at the effects of historical events from other countries and how they relate to our history. It also has the students examine important historical documents and settlements of the United states and how they help to form our history.

American Heritage Activities

• With the exploration of the New World in mind, have the students plan a exploration to the the Americas with just the technology of the time. Each group of students will choose a different country in which to be an explorer for

• Looking at the Revolutionary war, the students will become different countries and replay that countries role in the American Revolutionary War.

American Heritage Activities Cont.

• With the aid of outside materials the students will play out the construction of the constitution. They will have to get states approval, and write their own versions of the Federalist, and Anti-Federalist papers.

• The students will research the different settlements and do a small presentation on what influence they had on American History.

• The students will look at how the Magna Carta, Mayflower compact and other documents have effected modern law decision making.

Web Sites

• http://coloquio.com/

Hispanic hertiage in the United States

• http://users.anderson.edu/~roebuck/war.html

Indian wars in the northwest territory

• http://www.woodberry.org/acad/hist/FRWEB/

The French Revolution

Web Sites Cont.

•  http://www.lawsch.uga.edu/~glorious/

The English Revolution of 1688

• http://www.ohiokids.org/

The Ohio Historical Society

People in Societies

In this strand the students will explore events in other countries in the same time frame in American History, 1490 to 1815. They will also explore different cultures and their reasons from Immigrating to the United States.

People in Societies Activities

• The students will look at another country and compare its history to the United States during the same time frame and how the two countries affected each other.

• The students will explore the westward movement of settlers and the effects it had on the American Indians. By taking the role of the American Indian.

• The students will examine American art of the time to art of different countries for the time period. Then make a piece of art like from the time period

People in Societies Activities Cont.

• The students will explore the Inventions of the time in and out of the United States. Then using the technology of the time will try to promote one of the inventions.

• The students will study a particular group of people the immigrated to the United States. Then become that culture as they present their findings to the class.

Web Sites

• http://www.nmaa.si.edu/

Smithsonian American art museum

• http://www.nga.gov/collection/gallery/iadshake/iadshake-main1.html

Shaker art from the National galleray of art

• http://coloquio.com/

Hispanic heritage in the United States

Web Sites Cont.

• http://www.ohiokids.org/ohc/history/h_indian/periods/nwterrit.html

Ohio historical central • http://www.ohiokids.org/

Time Travelers

World Interactions

The goal of this section is to have to students see how the United States was affected by other countries through military actions and trade though out the time period of 1940-1815.

World Interactions Activities

• Have the students research how different countries influenced the Miami Valley or their town or area.

• Have the students see how languages of different countries has influenced the American English Language.

• The students will set up their own world trade organization to see the effects that tariffs and taxes have on trade.

World Interactions Activities Cont.

• Have the students explore the idea of how the American revolution impacted other countries that were not directly involved.

• Have the students plan an westward expansion with the items that the settlers would have had in the mid 17th centaury.

Web Sites

• http://click.hotbot.com/director.asp?id=2&target=http://www.nationalgeographic.com/resources/ngo/maps/&query=maps&rsource=LCOSDHNational Geographic Maps

• http://adcontroller.unicast.com/upload/syma/intr/syma_intrntscr_a_v01_doc.htmlHistorical Maps

Web Sites Cont.

• http://www.fred.net/kathy/at.htmlThe Appalachian Trail

• http://click.hotbot.com/director.asp?id=3&target=http://geography.about.com/library/maps/blatlantic.htm&query=atlantic+ocean&rsource=LCOSDHMaps and historical data about the Atlantic Ocean

Decision Making and Resources

The goal of this strand is to have the student understand the thinking that went into some of the decision that the colonial government and the British government made. Also to understand why some of the decisions that were made by the settlers.

Decision Making and Resources Activities

• For this activity the students will form a government. While in this government the will do the following things:

• Set Make a budget for the country• Economic policies• Set the taxation for the country• Set forth policies of why or why not to secede

from Britain• What products shall be produced and who or

where shall be produced.

Web Sites

• http://teacherpathfinder.org/School/Subjects/SocStud/econ.htmlSchoolhouse: Social Studies: Economics

• http://www.ohiokids.org/Ohio History for Kids

• http://www.sec.gov/consumer/camp99/school1w.htm This is to inform those who want to learn about saving and investing in the government or bonds

Web Sites Cont.

• http://infoplease.lycos.com/states.html

Inforplease.com

• http://www.thehistorynet.com/

The History Net

Democratic Process

The goal of the Democratic Processes strand is for the students to look in depth at the how’s and why’s of our government. They will look at the

Constitution and the political ideas of the founding Fathers and other active

political people of that time.

Democratic Processes Activities

• During moot court the students will set trail to important decisions by the supreme court that pertain to the Bill of Rights.

• The students will attempt to create a constitution for their class that will be ratified by the entire class.

• The students will look at the Constitution in-depth. The will debate each section to see if it still holds true in society today.

Democratic Processes Activities Cont.

• The students will argue states rights, how they were wrote in the Constitution and how they are perceived today.

• They students will set up elections for the president of the class. Each candidate will have to have a platform t o run on and identify each plank in the platform.

Web sites

• http://onlinedocs.andersonpublishing.com/revisedcode/search.cfmThe Ohio Revised Code

• http://www.access.gpo.gov/congress/senate/constitution/toc.htmlThe US Constitution

• http://odur.let.rug.nl/~usa/D/1601-1650/plymouth/compac.htm

• The May Flower compact

Web sites Cont.

• http://w3.trib.com/FACT/1st.ohioconst.html

The Ohio Constitution

• http://www.7cs.com/Magna.html

Magna Carta

Citizenship Rights and Responsibilities

The goal of this strand is to have the students start to look at their rights and their responsibilities of being a citizen of the United States. What are they entitled to and what do they have to do to keep those rights that they enjoy.

Rights and Responsibilities Activities

• The students will review the past election to see if they can figure out what is fact and what is fiction or partial facts that were given out in the campaigns of the candidates.

• The students will review public oversight committees. During this process they will determine if the committees are helping or hindering government in the execution of their jobs.

• The students will form a public review committee for a major issue that is affecting their community. They will look at all evidence and make an informed review of the situation.

Rights and Responsibilities Activities Cont.

• The students will review the rights and responsibilities of United States Citizens though out history. They will pick one era in history and compare it to our own.

• The students will read different political news stories from different sources and try to detect bias, or untruths in the news. Then they will resurch and attempt to re-right the news so that it may be unbiased.

Web Sites

• http://www.vote-smart.org/other/participate.htmlProject Vote Smart

• http://208.56.96.251/Global Youth Action Network

• http://www.logs.org/activities.html Living Ohio Government

Web Sites Cont.

• http://www.youthlink.org/

Youth Link.com

• http://www.mockelection.com/index.html?peri_session=3968d4efd43e8e7a2e0242113569ad2d

Mockelection.com

Conclusion

The activities and web sites that were chosen for this project complement the two previous projects in that they encourage the students to learn history through living the history. Much in the same way that the Ohio model seeks to have history taught.

Conclusion Cont.

When seen as disjoined in the manner set out in this presentation the activities and objectives in the model would be hard to teach and understand. But when put to gather in unified activities the students will be able to learn the range of objectives in a meaningful manner.

Lesson Example

In this series of lessons the students will learn how the constitution effects them and what their responsibilities are as a citizen. They will also learn the process that went into the construction of the constitution

Lesson Example Cont.

• Month 1 The Students will form delegations to the constitutional convention. They will create their own form of the United states constitution as they see fit for today’s political climate.

• Month 2 the students will form their form of government and work it as they progress though out the year.

• Month 3 The students will form a mock court and try major cases that have shaped the constitution and their rights though out history.

Example Lesson Cont.

When placed into meaningful lesson, the strands of the Ohio model blend together to form a good foundation for learning history. When the lesson is set up in this manner the strands are taught with out the students knowing and with little labor from the instructor.