Ohio’s Pioneer HistoryHomer Knightstep

EDE 417-01Social Studies Strands

Table of Contents

Strand 1- HistoryStrand 2- People in SocietiesStrand 3- GeographyStrand 4- EconomicsStrand 5- GovernmentStrand 6- Citizenship Rights and

ResponsibilitiesStrand 7- Social Studies Skill and

Methods

Strand 1History

1. Students will research and develop a timeline placing 6 Ohio Historical events in chronological order. (i.e., Mound builders, The Northwest Territory, Ohio’s First permanent settlement, Battle of Fallen Timbers, Ohio Statehood, Tecumseh and the War of 1812).

2. Students will research Ohio’s Native Americans who lived here in the 1600’s. Where did they go and later who was Tecumseh, and why did the settler’s fear him?

3. Students will research and draw a map on one poster board showing what the Northwest Territory was and why this was important to Ohio and the Pioneers.

Strand 1History

4. Students will research and show which cities and the time period when were capital cities in Ohio including present day Columbus.

5. Students will research the importance of the Ohio Canal system to the settlers and prepare a 5 minute delivery of their information including two visual aids.

Strand 1Websites

Library of Congress:The First American West: The Ohio River Valley 1750-1820

http://memory.loc.gov/ammem/award99/icuhtml/fawhome.html

American Indians in Ohiohttp://worlddmc.ohiolink.edu/OMP/Subject?subject=american

Pioneer Life in Ohio: Pioneer food and medicineshttp://www.rootsweb.com/~ohpickaw/life.html

Ohio History Central: Frontier EducationEducationhttp://www.ohiohistorycentral.org/ohc/history/path/event/frntredu.shtml

Why and when the Ohio Mound Builders lefthttp://www.swinehartgeo.com/carlswinehart/chapter3.html

Strand 2 People in Societies

1. Students will research the daily lifestyle of Ohio’s pioneers in the year of Statehood, 1803. Compare and contrast with your life today.

2. Students will research and prepare a one page report on General Anthony Wayne, Ulysses Grant, Rutherford Hayes, George Custer or other Ohioan's born between 1750 and 1850.

3. Today there are over 300,000 immigrants from foreign lands moving into Ohio. Design a chart showing where today’s immigrants are from and where the immigrants of 1803 came from.

Strand 2 People in Societies

4. Students in a cooperative group of four will research and present a verbal report of the Shaker Movement in Ohio History. (Amish or Quaker Groups)

5. Each student will have the opportunity to research their ancestry on the internet or from home. Prepare a three-minute verbal presentation about your Ohio ancestry.

Strand 2 Websites

Pioneer Lifehttp://www.campsilos.org/excursions/hc/two/mc2.htm

Ohio’s Shaker Communityhttp://www.dayton.lib.oh.us/archives/shakers.htm

Famous Ohioanshttp://www.tccsa.net/ohio/

Ohio History Centralhttp://www.ohiohistorycentral.org/ohc/index.shtml

Ohio’s Immigrantswww.cincinnatiarts.org

Strand 3Geography

1. Each student will draw a map of Ohio, map must include scale, compass rose and route of Pioneers through or to a specific city in Ohio circa 1803.

2. Extend the map project above to include the following Ohio land features; Lake Erie, Major Rivers, Appalachian Plateau, bordering territories and the Capital city in 1803.

3. Read “Flatboats on the Ohio” in a read aloud, have the students draw a flatboat picture and describe how their trip down the Ohio River could end in finding a new home or finding disaster.

4 Extend your map activities by selecting a route to an Ohio city in 1803. Figure out the time in would take to travel from your city to Cincinnati by wagon.

5. Each student will research and prepare a menu for a family of Pioneers for one week. Based upon the geography of Ohio in 1803, what would have been a Pioneer family’s likely food sources?

Strand 3Geography

Strand 3Websites

Ohio Geographyhttp://www.kidport.com/RefLib/UsaGeography/Facts/Ohio.htm

Ohio History Central – Geographyhttp://www.ohiohistorycentral.org/ohc/topic.shtml

Pioneer Life in Ohio: Pioneer food and medicines

http://www.rootsweb.com/~ohpickaw/life.html

Flatboats

http://www.msnusers.com/PioneerAdventures/homepage1.msnw

Flatboats, History and Geography

http://groupsVisitsToSchools.msn.com/VisitsToSchools

Strand 4Economics

1. Students will research how the Pioneer family earned their living. Write a one page paper on 1803 farm economics.

2. Students will research the price of items and make a compare and contrast chart to discuss in class. (i.e., loaf of bread, hotel stay, jug of milk)

3. Money was seldom used on the 1803 Pioneer homestead. People would “barter” for what they needed. Research barter and prepare a one page report detailing what bartering is and what items were bartered for.

Strand 4Economics

4. “Tree Rats” provided a way for a Pioneer family to pay their taxes in 1803. The student will research the term and present a three minute verbal presentation to the class about what these are, where they were found and why they were used to pay taxes.

5. Economics played an important role in Pioneer communities. Explain how people were both buyers and sellers of goods and services. Give at least three examples.

Strand 4Websites

Pioneer Life in Ohio: Pioneer food and medicines

http://www.rootsweb.com/~ohpickaw/life.html

Pioneer Lifehttp://www.campsilos.org/excursions/hc/two/mc2.htmEconomics in Ohio 1803 to presenthttp://www.dispatch.com/bicentennial-story.php?story=dispatch/

2003/08/17/20030817-01700.htmlPlight of the Gray Squirrelhttp://www.naturewriting.com/gray_squirrel.htm

Where the Fur Trade Beganwww.lewisandclark.state.mo.us/education/outinfinal.pdf

Strand 5Government

1. Students will research and write a one page paper describing when Ohio’s First Constitution was established. Include the three major branches of government responsible for carrying out the law and their responsibilities.

2. Students will research Ohio’s statehood and describe three important events including “who was known as the Father of Ohio Statehood”.

3. Students will research and prepare a bibliography of Edward Tiffen, who was he? Who holds that position in Government today?

Strand 5Government

4. Students will research and prepare a three minute oral report on why the State needs laws and government.

5. Students will prepare a poster chart with the following Government representatives and their picture. Governor, who is he (10 points) picture (five points) a Senator, who is he (10 points) picture (five points), Representative, who is he (five points) picture (5 points), and city mayor, who is he (five points) picture (five points) Total project 50 points.

Ohio’s First Capital

Chillicothe

Strand 5Websites

Ohio’s First Constitutionhttp://www.lsc.state.oh.us/guidebook/00chap1.pdfOhio’s Historyhttp://www.ohio200.org/info/history.aspOhio History Central- Ohio’s Governorshttp://www.ohiohistorycentral.org/ohc/history/path/people/baldwinm.shtmlHistory of Ohio’s Governmenthttp://www.legislature.state.oh.us/about.cfmThe Declaration of Independencehttp://www.ushistory.org/declaration/index.htm

Strand 6 Citizenship Rights

and Responsibilities1. The teacher will lead a group discussion using a

parchment like copy of the Declaration of Independence. Students will discuss what this document means to all people in the U.S. today.

2. There are five themes of good citizenship. They are telling the truth, caring for others, being respectful towards others, being responsible for what you say and being brave enough to do the right thing and ask for help when you need it. Students will discuss these themes and write two sentences per theme about the impact each of these themes has on their life.

3. Have students suppose you made a rule stating that only children with blue eyes are allowed to have play periods. Why would such a rule be unfair? Stress the point that rules are best when they protect the rights of all people. Compare with the Constitution.

4. Discuss the Bill of Rights, have each student research one of the names (signatures) on the bill and prepare a three minute oral presentation for the class about that person.

5. Students will review the classroom rules and write a one page paper on how the rules are similar to the Constitution.

Strand 6 Citizenship Rights

and Responsibilities

Strand 6Websites

The Declaration of Independencehttp://www.ushistory.org/declaration/index.htm

Signers of the Declaration of Independencehttp://www.ushistory.org/declaration/signers/index.htm

The Bill of Rightshttp://www.billofrights.com/

The 5 Themes of Citizenshiphttp://www.arches.uga.edu/~kelly23/teachingpage.html

Ohio’s First Constitutionhttp://www.lsc.state.oh.us/guidebook/00chap1.pdf

Strand 7Social Studies Skills and Methods

1. Students will select a community problem, with teacher guidance, and use the problem solving process to verbally present a solution to the class. (Identify problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution)

2. Teacher will provide a selection of topics and numbers in a drawing bag. The students will select numbers and a topic. Students will work with, share and all be responsible for a one page report and two minute oral presentation of their topic.

Strand 7Social Studies Skills and Methods

3. The teacher will provide a list of topics and each student will research the topic using a different media. The group will synthesize the topic into a one page paper. Group grade and individual accountability.

4. Students will research some of the laws from 1803, compare and contrast. Are they the same today?

5. Students will research how many small towns had high death rates from choleria and dysentery. What are these and how did the community solve these health issues?

Strand 7Websites

Ohio’s First Constitutionhttp://www.geocities.com/ohioconvention1802/

Slavery in Ohiohttp://www.geocities.com/ohioconvention1802/slavery.html

A Tribute to the Frontier Doctorhttp://www.fredrickboling.com/frontier%20medicine.html

The Strong Survivehttp://www.rootsweb.com/~ohpickaw/life.html#money

Ohio History Central: Frontier Education

Educationhttp://www.ohiohistorycentral.org/ohc/history/path/event/frntredu.shtml