Cortney SolingerCortney Solinger

Power Point Presentation

ED 417Winter 2001

Grades 3-5Grades 3-5

American HeritageAmerican Heritage

Refers to those aspects of the past that help to make American

People unique among the peoples of the world while at the same time recognizing what we

hold in common with other people.

American HeritageWeb Sites

http://my.ohio.voyager.net/~lstevens/canal/

http://www.nps.gov/choh/co_visit.htm

www.americanheritage.com

http://www.familytreemaker.com/index.html

http://sunsite.utk.edu/civil-war/

American Heritage Activities

Caucus with family members (parents, grandparents, aunts, uncles etc.) for a quick overview of family history. Ask permission to record (video or cassette) an interview. Prepare interview questions (When did the family arrive in the area? Occupation? Has a family tree been drawn up? By whom? When? Family stories? Successful ones? Difficult ones? Etc.

Introduce and present tape to class. Ohio’s Historic canal: At Ohio’s Historic Canals, help students identify the

historic canal location on the list that is closest to your town or city. Talk about what might be seen there. If possible, have students print the map of Ohio’s canals. Then guide students to type the address of C&O Canal National Historic Park: Canal Life and help them navigate that site. Encourage students to imagine what it would have been like to live on a canal boat in 1850. Then have students work individually to write diary

entries about traveling or living on a canal.

American Heritage Activities

Go to website www.funnnelweb.utcc.utk.edu/~hoemann/cwarhp.html. Read letters from a Civil War Soldier from Iowa. Here students can explore actual letters written by 21 year old soldier Newton Scott to his friend, Hannah Cone. Have students write correspondence letters to this soldier.

Have students put together a skit about a historical event. Students will use costumes, props, and another else they find useful to get the event across to the rest of the class. Have students perform their skit in front of the rest of the class. Have them portray the event correctly according to histories standards.

Make a timeline plotting events occurring throughout U.S. history.

People in SocietiesPeople in Societies

Recognizes that the United States and the world encompass

many different racial, ethnic, and religious groups

People in SocietiesWeb Sites

http://www.ohiokids.org/games/ohv/index.html

www.pbs.org/weta/thewest/wpages/wpgs400/w4fletch.htm

http://www.kidsvotingusa.org/

http://www.govspot.com

www.icom.org/vlmp

People in SocietiesActivities

WHO AM I COLLAGEActivities:1) Individually students will cut pictures or word phrases out of magazines that represent their personal interests and abilities.2) The pictures and words will be glued onto an 8x11 sheet of construction paper to form a collage.3) The completed collages will be displayed and numbered.4) Without discussion students will be given time to write down who they think each collage belongs to.

Identify various cultural groups that have settled in Ohio.

Identify various cultural groups that have settled in the United States

People in SocietiesActivities

Multicultural CalendarHave the students decide what ethnic or religious culture would they like to learn about. The students have to learn about a ethnic or religious culture that is not theirs. Have the students decide what group should go to which month. After the students choose a month have them complete the calendar pages by filling in the dates for holidays and other important dates for that particular culture. The students can then add quotes or short poems from their assigned culture.

People in SocietiesActivities

Have a group discussion about the definition of the word "culture". 1. What words come to mind when I say the word "culture"? 2. Who can use the word "culture" in a sentence? 3. I want everyone to write down a word on your piece of paper that means "culture". After the children have written down their key words, I will have the children tell me their words and make a chart of them to hang in a central location of the classroom. I will make it clear that the word "culture" does not have one solid meaning, it could be where your ancestors are from or the environment you have lived in. The point I want to get across is that everyone does have a culture.

World InteractionsWorld Interactions

Explores the links people make around the world as they

attempt to address common problems

World InteractionsWeb Sites

http://eduplace.com/geo/indexhi.html

http://www.indiana.edu/~japan/LP/LS29.html

http://www.pbs.org/tal/un/classroom.html-UnitedNations-

www.usgs.gov.education/

www.kidsvista.com/socialstudies/geography.html

World InteractionsActivities

Have students prepare and present reports on countries in the world which have constitutional governments. How are the similar and different to the U.S.

Have students fill in the questionnaires with their personal answers. Do not ask them to put their names on the questionnaires. The teacher cuts the questionnaires into 11 parts and puts all the 1's together, all the 2's together, and so on. Give the answers to 1 of the 11 questions to each of 11 small groups of students. Ask them to tabulate the answers on butcher paper to put up on the board. Have the Japanese answers on separate cards. Give one answer to each small group. Ask the group to report to the class. They should report the Japanese answer, and the American answers. Ask them to compare and contrast. Point out that just as there is diversity in their own answers, there

would be diversity in a Japanese classroom.

World InteractionsActivities

Students can produce their own news program to inform other students of current issues around the world.

List foreign companies doing business in Ohio and Ohio companies conducting business in other countries. Have students create a chart showing goods and services produced in Ohio and purchased in other nations. Have them create a second chart showing goods and services purchased in Ohio that are produced in other nations.

Write to a pen pal in another country

Decision Making Decision Making and Resourcesand Resources

Focuses on decisions individuals and societies make in

addressing wants.

Decision Making and Resources Web Sites

www.firstunion.com/kids/capkids_home.html

www.kidsvotingusa.org/

http://landmark-project.com.eco-market

http:/www.sec.gov.consumer

http://www.ncsa.ui

uc.edu/edu/RSE/RSEyellow/gnb.html.

Decision Making and Resources Activities

Find the manufacturer's label on different products made in the U.S.A. Record where each product is made. Locate each city on the map. Pin a string from your home to the company's city. Hang a symbol for each product on its string. Give your map a title. Share Your Map with Others! Discuss how we depend on people far away. Identify some products shipped from your town to other towns.

Students will pick several stocks and follow them for a month. They will graph the stock value as it fluctuates during the month. They will also write a report stating whether they would keep the stock or sell it depending on what they have learned.

Students will make up a new product. The students will determine how the product is needed and who to market it to. They will make advertisements. After the trial they will write a paper stating whether the product was a success and what adjustments were needed.

Decision Making and Resources Activities

The students will have several items found in a grocery store and will put them into categories/symbolic aisles. After a discussion and display of grocery store pictures, they will be able to identify who is in a grocery store, and what they do. After all the vocabulary and basic concepts are mastered the class will participate in a store role playing activity, which will include a stock person, manager, cashier, shopper and a bag person. In correlating a math lesson coupons and adding the prices could be introduced.

Each student will be given a large piece of white paper, scissors, glue, and an old catalog. Students will cut out items that they would like to have, along with their price, from the catalogs. Next students will glue the items and prices to their paper. After students have completed this the teacher will inform the class that they only have $5 to spend (this price can vary depending on the average cost of the items children choose). The students will then decide which of the items they feel they would most like to have. Students should circle the items they would buy while putting an 'x' through items they would no longer purchase.

Democratic Democratic ProcessesProcesses

Examines the principles of democracy and explores the extent to which governments

reflect those principles.

Democratic Processes Web Sites

www.congresslink.org/lessonplanstuact.html

http://www.state.oh.us/

http://www.legislature.state.oh.us/ www.vote-smart.org/education/lessons/

http://government.aol.com/mygov/

Democratic Processes Activities

Arrange o field trip to observe your local city government at work on some important issue. If at all possible, see if some people from the government would be willing to participate in a question and answer period following the session.

Invite a state congressman to speak to our class. Ask our visitor to describe a particular piece of legislation, how it was started, how it fared on floor debate, whether it was passed and what its effects are likely to be.

Choose a place and a period in time for the students to crash or wreck on the island. Inform them that food, water, and shelter are in short supply. They will, also, need to know that their chance of rescue is zip. At the end of the activity they will be required to turn in the following written work: A description of the type of government they they have chosen, a list of laws that the new government has developed, and a list of the penalties for violation of these laws.

Democratic Processes Activities

Get together in groups of 5. Pretend that you live in a very small country with a constitution, a Bill of Rights, and a government very much like that of the U.S. Your country has been conquered by people from another planet. The conquerors agree that they will allow your people to retain five of the rights that are our currents rights in the U.S. and will let the people of your country choose the five rights they want. Have a group discussion on the five they choose.

Have a mock election. Inform students about the people running for office and have an election in the room, complete with polling booths.

Citizenship RightsCitizenship Rightsand and

ResponsibilitiesResponsibilities

Provides a context for examining and engaging in those activities that are part of an adult’s public

life.

Citizenship Rights and Responsibilities

Web Sites http://congress.org/

http://www.mpelectric.comkidsvoting/

http://www.kidsvotingusa.org/

http://www.vote-smart.org/

Http://www.pbs.org/wnet/newyorklaic/lessons/el_t3-lp.html

Citizenship Rights and Responsibilities

Activities Help students navigate the Web site to locate the Volunteer

Opportunities, from which they will discover opportunities to demonstrate good citizenship within the community. Discuss with the class how good citizenship is demonstrated by volunteering. Then prepare students to write a Super Citizenship Newsletter about actions beneficial to the school community. Encourage students to look for examples of good citizenship in the behavior of their friends and classmates and to be as inclusive as possible in selecting actions for recognition.

Help students find their senators’ and representative’s names, biographies, committee assignments, and mailing addresses. Have students work in groups to write a letter to a member of Congress. If you are using e-mail, you may wish to have students collaborate to write one message about an issue important to their community that you will e-mail for them.

Citizenship Rights and Responsibilities

Activities Invite a guest speaker from a special interest group to talk to

your class about their objectives. Have them explain how they present their issues to government and if they met with victory or defeat.

Have each student research something occurring in the news regarding local issues. Have them present what they discovered to the class.

Students will develop classroom citizenship rights

The previous activities and web The previous activities and web resources are suggested for developing resources are suggested for developing

lessons for a third to fifth grade lessons for a third to fifth grade classroom. Each strand of the six, from classroom. Each strand of the six, from the Ohio Model, was examined. Each the Ohio Model, was examined. Each

lesson fits the requirements of at least lesson fits the requirements of at least one of the strands.one of the strands.