4th-GradeResearch Quest
Ohio
Name: ____________________________
Class: _____________________________
COREARC
3
Know Want To Know
Introduction/Pre-Reading
Lesson 1: Ohio Introduction
Goal
By the end of this unit, you will be on the path to becoming an expert on the state of Ohio.
What do you already know about the state of Ohio?What do you want to learn?Write your thoughts on the chart below.
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Reading: Ohio
Read pages 22–23 and 44–45 of Ohio.
Use what you’ve read to answer the following questions:
Comprehension• What does the author want you to think after reading this section? What makes you think that?• What reaction DID you have to this section? Why?
Key Social Studies Concepts/Vocabulary• For what is Ohio famous? What did the author leave out that everyone should know about Ohio?
Thinking Like a Researcher• Go back to your Know/Want To Know Chart. What can you add?• What’s the most important fact you learned today? Add it to your WOW! Chart on pages 6-7.• Analyzing Symbols: Think about your experiences as a citizen of Ohio. Do you think these symbols accurately reflect
your state? Why or why not?
After Reading
Writing: Pick one of these writing prompts to answer.
• The best reason to visit Ohio is...• My favorite thing about living in Ohio is...• The weirdest thing about Ohio is...
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Roots as Clues
unus
one
Term: united
(root)
Other words built on “unus”
You can use word parts to help figure out the meaning of new words. Look at the term below. How do the word parts help you understand its meaning?
In the chart below, make a like of other words you know that have that word part. What do they mean? How does the word part help you understand their meaning?
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WOW! Chart
Use this space to write down anything you discover that’s really cool.You can add to this page whenever you come across anything exciting or surprising as you read.
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WOW! Chart
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Lesson 2: Geography of Ohio
By the end of this lesson you will be able to:• Describe the geography, climate, and wildlife of Ohio.• Name and describe the major regions of the state, including the ways in which they are different from each other.
Describe Ohio’s nature to someone who has never been to the state.
Read pages 9–15 of Ohio. Also read the “This is Ohio” map on pages 6-7.
Introduction/Pre-Reading
Goal
Reading: Ohio
9
Use what you’ve read to answer the following questions:
Comprehension• What are the most important things to know about the geography of Ohio? Why? Use the graphic organizer on the
next page to record what you’ve learned about each.
Key Social Studies Concepts: Reading Charts• Define and describe each of the regions of Ohio. Make sure each is included on your graphic organizer.• How does the name of each region fit with the geography of that region?• Use evidence from the text to define each of the following terms:
• fertile• crater• plateau
Thinking Like a Researcher• What’s the most important fact you learned today? Add it to your WOW! Chart.• In geography, physical features are things that occur in nature and political features are things created by humans. Look
at the “This is Ohio” map. What claims can you make about how the physical features of Ohio influence the location of political features and attractions? What makes you say that?
After Reading
Writing: Pick one of these writing prompts to answer.
• The Ohio state animal/plant should be changed to... because...• The most important thing about the geography of Ohio is...
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Geography of Ohio
Feature Description Why It Is Important1.
2.
3.
4.
5.
List the 10 most important things about the geography of Ohio. Explain why you chose each.
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Feature Description Why It Is Important6.
7.
8.
9.
10.
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Roots as Clues
Term: geography
Other words with:
geo graphia
geo graphia+to writeearth
(root) (root)
= geography
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Lesson 3: Early Ohio History
By the end of this lesson you will be able to:• Discuss the history of conflict and cooperation between Native Americans and Europeans in early Ohio.• Describe how Ohio participated in key events in United States history such as the French and Indian War and the
Revolutionary War.
For the next few lessons, you will be focusing on the history of Ohio. You will be collecting important dates to add to a timeline. Before you read today, make a mini timeline. Add to it anything you think you might know about the history of Ohio. Some things to think about: Who was here first? Are their descendants still here? Why or why not? When did Ohio become a state? How? (This timeline is just to get you thinking. Don’t worry about what is accurate or not. You will create an accurate timeline as you read during this unit.)
Read pages 24-29 of Ohio.
Introduction/Pre-Reading
Goal
Reading: Ohio
14
Use what you’ve read to answer the following questions:
Comprehension• Begin to add to your timeline of Ohio History. Add at least 3 events to both organizers (see following pages).• Which people were here first? What happened to them? Why?
Key Social Studies Concepts/Vocabulary• What was the French and Indian War? Why did it matter to Ohio? What evidence in the text supports your answer?• What was the Revolutionary War? Why did it matter to Ohio? What evidence in the text supports your answer?• Add these two terms to your glossary. You will keep adding terms to your glossary each day.
Thinking Like a Researcher• Go back to your Know/Want To Know Chart. What can you add?• What’s the most important fact you learned today? Add it to your WOW! Chart.
After Reading
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Ohio TimelineMake a timeline of the 10 most important milestones in Ohio’s history.
Ohio’s History
U.S. History
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Key Events in the History of Ohio
Event Why It Is Important to Ohio Why It Is Important to the Country1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
List the 10 most important milestones in Ohio’s history. Explain why you chose each.
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Glossary
As you read, use this space to write down new words that help you study Ohio.You can add to this page whenever you come across a new word.
Term Definition
French and Indian War
Revolutionary War
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Glossary
Term Definition
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Lesson 4: Ohio Becomes a State
By the end of this lesson you will be able to:• Describe how Ohio became a state in the United States of America• Describe how Ohio participated in key events in United States history.
In the last lesson, you read about some important events in the early history of Ohio and the United States. Today’s reading includes some of the biggest events in U.S. history, such as the Civil War. What do you already know about the Civil War?
Read pages 30–33 of Ohio.
Introduction/Pre-Reading
Goal
Reading: Ohio
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Use what you’ve read to answer the following questions:
Comprehension• Continue to add to your timeline of Ohio History. Add at least 3 events to your timeline and Key Events graphic
organizers.• How did Ohio become a state?
Key Social Studies Concepts/Vocabulary• How did the Civil War matter to Ohio?• How did immigration shape Ohio? • Add these terms and any other new terms you learned today to your glossary.
Thinking Like a Researcher• Timelines: Are all events equally important to everyone? How should authors decide what events to include in a
timeline? Evaluate this timeline. • What’s the most important fact you learned today? Add it to your WOW! Chart.
After Reading
• The new monument we should put up in Ohio is... because..• The MOST important event in Ohio history is... because...
Writing: Pick one of these writing prompts to answer.
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Roots as Clues
Term: chronology
Other words with:
chrono -logy
chrono logy+study oftime
(root) (root)
= chronology
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Interview Questions
Lesson 5: Oral History
Goal
• Interview an older member of your family or community who grew up in Ohio.• Gain a first-person perspective on how life here has or has not changed in recent history.
1. What are some important ways that life in Ohio has changed since you were a child? Would you tell me a story about that from your childhood?
2. What are some ways that life hasn’t changed? Would you tell me a story about that from your childhood?3. What was one of the biggest events in U.S. or our state’s history that you remember? What was it like to witness that?4. What is something that kids my age just don’t understand about the past?5. What is one lesson you learned that you want to make sure I learn, too? Why?
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Thinking Like a Researcher: Analyzing Oral History• What connections can you make between what your interviewee said and the history you’ve been reading?• What did you learn from your interview that most surprised you?• What else would you like to ask now?• Do you know another person who experienced the same events? Can you interview them and compare?
Oral History
Writing
Make a thank you/keepsake to honor your interviewee. Pick one story or other powerful piece of the interview you conducted. Type up or write out your interviewee’s words. Illustrate/decorate/make it beautiful.
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Lesson 6: People of Ohio
By the end of this lesson you will be able to:• Describe the different ethnic groups and cultures in Ohio and their contributions to the state.• Describe what people in Ohio do for work and fun.
You’ve been reading about the history of Ohio. What have you learned so far about the different ethnic groups and cultures that have contributed to Ohio’s history?
Read page 21 and 35–41 of Ohio.
Introduction/Pre-Reading
Goal
Reading: Ohio
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Use what you’ve read to answer the following questions:
Comprehension• Using the chart on page 21 of Ohio, what are the major ethnic groups or cultures of Ohio? Use the graphic organizer on
the next page to record what you’ve learned about each one.• What do people in Ohio do for work and fun?• Continue to add to your timeline of Ohio History.
Key Social Studies Concepts: VocabularyAdd any new terms you learned today to your glossary.
Thinking Like a Researcher: Website Quest• Go to https://www.ohiosos.gov/profile-ohio/things/diversity-in-ohio/. Use this site to add more information to your
graphic organizer.
After Reading
• Using everything you’ve read, summarize the history of Native Americans in Ohio.• Using everything you’ve read, summarize the history of African Americans in Ohio.• Using everything you’ve read, summarize the history of immigration to Ohio.
Writing: Pick one of these writing prompts to answer.
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People of OhioDescribe the different ethnic groups and cultures in Ohio and their contributions.
Ethnic Group or Culture
Origin: Where did this group start out? How
did the group come to the state?
Influence on the State’s History, Culture, and
Economy
Influence on the State Today
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Lesson 7: Famous People of Ohio
By the end of this lesson you will be able to:• Name several famous people from Ohio and explain why they are important.
How many famous people from Ohio can you name? Which one is your favorite? Why?
Read pages 42–43 and look back through Chapters 3–4 of Ohio to find information about three famous people from the state. Use what you read to complete the graphic organizer on the next page.
Introduction/Pre-Reading
Goal
Reading: Ohio
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Famous People of OhioWho are the three most important people from Ohio? Justify your choices.
Influential Person Importance to the State Importance to the U.S. Importance to the World
1.
2.
3.
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Lesson 8: Economy of Ohio
By the end of this lesson you will be able to:• Describe the economy of Ohio including:
• What products and services the state specializes in producing. • How the state is important to the national and global economy.
• Explain the difference between raw/natural materials, manufactured goods, and services.
What do you already know about how people in Ohio make money?Look at the Economy graphic organizer on page 31. Can you name one thing Ohio sells in each of the three sectors?
Reread Chapters 1 and 4 of Ohio.
Introduction/Pre-Reading
Goal
Reading: Ohio
30
Use what you’ve read to answer the following questions:
Comprehension• Now that you’ve read this section, go back to your “Economy of Ohio” graphic organizer. What does Ohio sell in each
of the three sectors? • Primary Sector: What products from nature does Ohio specialize in selling? Which are the most important to the
economy? Why?• Secondary Sector: What products made in factories (manufactured products) does Ohio specialize in making? Why
might this be?• Tertiary Sector: What services does Ohio specialize in providing? Why might this be?
Key Social Studies Concepts: Vocabulary• Add any new terms you learned today to your glossary.
Thinking Like a Researcher: Reading Charts• Use the chart to answer the question: What percentage of jobs in Ohio are in the Primary Sector? • What percentage of jobs are in the Secondary Sector? The Tertiary Sector? How are you deciding which job categories
to put in which of the sectors?
After Reading
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Economy of OhioDescribe Ohio’s economy.
Economic ActivityPrimary Sector
Raw Material/Natural Resources
Secondary Sector Manufactured Goods
Tertiary Sector Services
SELLWhat are the
main products or services that this
state specializes in making or selling
to others?
BUYWhat are the
main products or services that this state gets
from other states/countries?
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Roots as Clues
eco nomos+to managehouse
Term: economy
(from the greek oikos) (suffix)
Words that have “eco”:
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Lesson 9: Government of Ohio
By the end of this lesson you will be able to:• Describe the three branches of state government.• Explain the impact each branch has on the lives of people in the state.
What do you already know about who is in charge in Ohio?
Read pages 16–20 of Ohio.
Introduction/Pre-Reading
Goal
Reading: Ohio
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ComprehensionUse what you’ve read to answer the following questions on your “Government of Ohio” graphic organizer:
• What are the jobs in each of the three branches of government?• What is the primary responsibility of each branch?• How might each branch affect daily life?
Key Social Studies Concepts/Vocabulary• Add the following terms to your glossary. Use evidence from the text to define each.
• executive• legislative• judicial
Thinking Like a Researcher: Website Quest• Go to https://ohio.gov/wps/portal/gov/site/government. Use this site to add more information to your “Government of
Ohio” graphic organizer.• Find the name of at least one person who has served in each of the three branches of state government.• Pick one job title on this site to research. Describe the responsibilities of this job and how it fits into one of the three
branches of the state government.
After Reading
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Government of OhioWhat are the roles and responsibilities of each branch of government?
Executive Legislative Judicial
Job Titles
Control/ Responsibilities
Impact on Daily Life
Famous People
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Roots as Clues
jus
right/law(root)
Other words with:
ju/jus dic
Term: judicial
dicere+to decide(root)
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Roots as Clues
legis lator+proposerlaw
Term: legislative
(root) (root)
-tive+ legislative=doing(suffix)
Other words with:
legis lator
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Introduction/Pre-Reading
Lesson 10: Current Issues
Goal
By the end of this lesson you will be able to:• Explain some of the current issues facing our state.• Explain why each is a problem.• Explain what you would do to solve this issue if you were governor.
Survey your household: In your opinion, what are the top three issues facing Ohio right now? Why?
Name Issue #1 Issue #2 Issue #3
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Thinking Like a Researcher: Research Quest• Pick at least one of these issues to research using the Internet, books, or just your Core Text.• Use what you learn to complete the graphic organizer on the next page.
Research Quest
• If I were governor of Ohio, the first problem I would solve would be... because...• If I were governor of Ohio, the first thing I would do to solve the problem of...would be...because...• Write a letter to the appropriate branch of government explaining what problem you think should get more
of its attention and why.
Writing: Pick one of these writing prompts to answer.
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Current IssuesWhat are the most urgent issues facing our state?
Current Issue Impact on the State Impact on the Country Possible Solutions