Transcript Brad Ross I - Wright State University

OHIO’S SOCIAL STUDIES
COMPETENCY-BASED
PROGRAM
BRAD ROSS
ED 417-02
DR. RONALD HELMS
INTRODUCTION
THE ACTIVITIES INCLUDED IN THE FOLLOWING
PRESENTATION WILL INTRODUCE OHIO’S MODEL
COMPETENCY-BASED PROGRAM TO FOURTH
GRADE STUDENTS; IN ADDITION, IT WILL COVER
THE SIX STRANDS PRESENTED IN THE OHIO
COMPETENCY-BASED PROGRAM.
AMERICAN HERITAGE
OBJECTIVES
• PROGRAM OBJECTIVE
The students will understand
how the American Society has
been shaped
• SUBJECT OBJECTIVE
•
•
•
•
•
The students will listen to and
reconstruct the chronology of an
historical narrative.
The students will differentiate
broad categories of historical
time.
The students will explore placing
events on a time line.
The students will raise questions
about the past.
After listening to an historical
narrative, the students will
identify what happened in the
beginning, middle, and end.
AMERICAN HERITAGE
ACTIVITIES
• Have students consider what life was like in an
Indian tribe and how they communicated their
stories on to their children; making stories
that resemble old Indian leather paintings.
• Students can link to the Oregon Trail web site
and interactively learn about Ohio Pioneers.
• Students can choose a famous person from
Ohio, and present their findings to the class.
ACTIVITIES (CONT).
• Students can examine historical documents,
sites, and artifacts in order to formulate
questions for further investigation.
• Students will develop an ability to assemble
clues and decipher various indicators
concerning one person's life and family
background. In this way, he or she will develop
and understanding of the way in which
present day archaeologists "dig" for the
unlocking of our past.
AMERICAN HERITAGE
WEB SITES
• http://www.isu.edu/~trinmich/Sites.html
• http://www.beavton.k12.or.us/Greenway/leahy/ot/ind
ex.htm
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/
Archaeology/ARL0003.html
• http://www.ohiokids.org/games/ohv/index.html
• http://www.kidport.com/
PEOPLE IN SOCIETY
OBJECTIVES
PROGRAM OBJECTIVES
•
SUBJECT OBJECTIVES
The students will recognize the
•
diverse nature of American Society.
•
•
•
The students will recognize that
citizens of the United States today
can trace their origins.
The students will identify various
groups to which the student
belongs.
The student will identify ways
members of the community are
affected by changes in the
community that occur over time.
Given a chance in the community,
the student will indicate how
members of the community are
affected.
PEOPLE IN SOCIETY
ACTIVITIES
 Use the Internet as a means to research famous people from
Ohio.
 Have the students create a Venn diagram to show how their
community is different from other communities in Ohio
that they know about.
 Identify cultural differences in relationship to personal
"space,” and experience discomfort with alien cultural
practices.
 Create their own government laws that deal with the
combination of different cultures in Ohio
 Make a map of Ohio and where different cultural groups
live within the state.
PEOPLE IN SOCIETY
WEB SITES
• http://www.askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Sociology/S
OC0001.html
• http://www.askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Sociology/S
OC0006.html
• http://www.abs.ohiohistory.org
• http://www.amish-heartland.com
• http://www.ourheros.com
WORLD INTERACTIONS
OBJECTIVES
• PROGRAM OBJECTIVES SUBJECT OBJECTIVES
•
The students will develop an
understanding of ways Americans
are like people in other parts of
the world
•
•
•
•
•
The students will explore recent
historical events of different
countries
The students will recognize that
things exist in spatial relations.
The students will develop map
skills
The students will compare
natural and human features in
the local area to those in pictures
of other countries.
The students will recognize
similarities among people
around the world
WORLD INTERACTIONS
ACTIVITIES
• As students use the Internet to become familiar with Australia,
they will create a giant travel brochure.
• Students will recognize aspects of the culture's ideas, beliefs and
customs, recognize that they live within their own culture
understand that other cultures exist and can live peaceably
together, and use the computer to correspond and learn about
other cultures.
• Students will describe the customs and lifestyles of the Early
American settlers in Plymouth and Jamestown colonies.
• The students will describe the traditions involved with a fiesta,
and plan their own fiesta based on previous knowledge of the
unit.
• Students will gain new knowledge about the Japanese extended
WORLD INTERACTIONS
WEB SITES
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/W
RH0012.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/W
RH0006.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/W
RH0028.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/W
RH0008.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/W
RH0005.html
DECISION MAKING &
RESOURCES OBJECTIVES
• PROGRAM OBJECTIVES • SUBJECT OBJECTIVES
•
The students will explore
resources; their location, their
utilization, and their
transformation to satisfy wants.
•
•
•
•
The students will list and identify
resources necessary for the
production of a good or service.
The students will identify choices
people make to satisfy wants with
limited resources.
The students will describe how
people work to earn income in
order to satisfy wants.
Given a want, the students will
identify choices people make to
satisfy that want when a
particular good or service is not
available
DECISION MAKING &
RESOURCES ACTIVITIES
• Students will be able to pick up clues in the wordage of a sentence to
determine if it is factual and be able to give reasons for their
feelings.
• Students will be able to define the term law, be able to explain
benefits gained from laws and appreciate these benefits in daily life.
• The purpose of this activity is to provide an unfair situation to
introduce the concept of justice. It is a hypothetical problem which
students will try to solve through critical thinking skills.
• encourages students to think of different ways in which they may
solve their problems.
• Explain how supply and demand affects choices such as: careers,
types of cars made, etc.
DECISION MAKING &
RESOURCES WEB SITES
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Process_Skills/SOP00
01.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Civics/CIV0012.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Civics/CIV0022.html
• http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst113.html
• http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.
html
DEMOCRATIC PROCESSES
OBJECTIVES
• PROGRAM OBJECTIVES • SUBJECT OBJECTIVES
•
The students will explore the
purpose of government and how
the purposes are achieved.
•
•
•
•
The students will recognize the
need for rules in different
settings.
The students will suggest and
consider reasons for having
people in authority.
The students will recognize the
need for fairness in rules and by
people in authority.
Given a rule in a particular
setting, the student will identify
why that rule is needed.
DEMOCRATIC PROCESS
ACTIVITIES
• Learn about the President's job and get to know some of
our nation's most important leaders
• Communicate effectively with their members of Congress;
investigate and take positions on national issues; and
recognize how they can take action to solve problems.
• Assemble a time line of the key events in Abraham
Lincoln's life.
• Identify the parts of the Presidents Symbol and what it
stands for.
• Identify the White House and list where it is; along with ,
basic historical information
DEMOCRATIC PROCESS
WEB SITES
• http://www.respecteen.org/
• http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=2
&SubheadID=1&TopicID=171&GradeID=&PageURL=%2Flessonrepro%2F
reproducibles%2Finstructor%2Fcrossword%2F0001%2Findex%2Ehtm
• http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=2
&SubheadID=1&TopicID=171&GradeID=&PageURL=%2Flessonrepro%2F
reproducibles%2Fprofbooks%2Fwildabe%2Ehtm
• http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=2
&SubheadID=1&TopicID=171&GradeID=&PageURL=%2Flessonrepro%2F
reproducibles%2Fpressymb%2Ehtm
• http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=2
&SubheadID=1&TopicID=171&GradeID=&PageURL=%2Flessonrepro%2F
reproducibles%2Fprofbooks%2Fwhitehouseinternetscavenger%2Epdf
CITIZENSHIP RIGHTS &
RESPONSIBILITIES
OBJECTIVES
• PROGRAM OBJECTIVES • SUBJECT OBJECTIVES
•
The students will explore positive
aspects of citizens working
together to accomplish common
ends and the importance of
citizens involving themselves in
public affairs.
•
•
•
•
The students will observe and describe
changes to the local community
brought about by natural and human
activities.
The students will develop citizenship
traits.
The students will balance own desires
with desires of others when
appropriate.
The students will exhibit citizenship
traits as evidenced in being
trustworthy, demonstrating
accountability for actions, displaying
self-direction, and showing pride in
their accomplishments.
CITIZENSHIP RIGHTS &
RESPONSIBILITIES
ACTIVITIES
• Student will be able to compare two stories/cultures and
point out how they are alike and how they are different.
• Students will be able to discuss the Bill of Rights and
create a bill for the classroom.
• Students will learn about the Presidential Election.
• students study the life of George Washington and the
history of the most famous memorial to him.
• students read books about Abraham Lincoln, then write
compositions explaining why they would or would not vote
for President Lincoln today
CITIZENSHIP RIGHTS &
RESPONSIBILITIES
WEB
SITES
• http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst058.html
• http://teacher.scholastic.com/lessonrepro/results/view.asp?Su
bjectID=2&SubheadID=1&TopicID=10&GradeID=&PageURL=
URL%3A+%2Flessonrepro%2Flessonplans%2Fprofbooks%2Fbi
llrights%2Epdf
• http://www.ccle.fourh.umn.edu/rulesbellevue.html
• http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/62wash/62ab
out.html
• http://www.uen.org/cgibin/websql/lessons/l4.hts?id=7783&core=1103
CONCLUSION
• THROUGH THE SIX STRANDS OF OHIO’S
SOCIAL STUDIES COMPETENCY BASED
PROGRAM FORTH GRADERS REVIEWING
THIS MATERIAL WILL BE PREPARED TO
PASS THE FORTH GRADE PROFICIENCY
TEST.