Practice Aligning INFOhio and School Library Resources to Social Studies K-12 Ohio Academic Content Standards

Alignment Process and Criteria 1.Does the clip explicitly address any or all of the content (nouns) “calendar, time, day, week, month, year”? 2.Does it explicitly or implicitly address the skill “measure”? 3.Does it explicitly or implicitly address the benchmark to “Use a calendar to determine the day, week, month and year”? Using the INFOhio Social Studies Alignment Rubric answer the following nine questions (available as a handout) for each indicator considered for alignment to the following:

Alignment Process and Criteria 4.What content score would you assign? 5.What would you assign as the CONTEXT score? 6.What would you assign as the PRESENTATION score? 7.What would you assign as the VIEWPOINT score? 8.What is your total score for this resource? 9.Does it meet the alignment requirement of six points or better?

Grade 5: Government Benchmark B: Give examples of documents that specify the structure of state and national governments in the US and explain how these documents foster self-government in a democracy. Indicator 3: Explain the significance of the Declaration of Independence and the US Constitution. 1. What knowledge are we looking for? (Nouns) 2. What skill? (Verbs) Declaration of Independence, Chapter 3 Click to view Video

Alignment Process and Criteria The title sounded promising. But the content did nothing to increase the student’s ability to explain the significance of the Declaration of Independence.

Ohio River, Chapter 8 Early Explorers Grade 4 People in Societies Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other. Indicator 02: Describe the impact of the expansion of European settlements on American Indians in Ohio. 1. What knowledge are we looking for? (Nouns) 2. What skill? (Verbs) Use the Rubric and 9 Questions to Answer Using the INFOhio Social Studies Rubric to evaluate the following: Click to view Video

Grade 2 People in Societies Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage. Indicator 04: Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States. Additional indicators to consider for alignment to this video

Grade 2 History Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States. Indicator 07: Recognize the importance of individual action and character and explain how they have made a difference in others' lives with emphasis on the importance of: * Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.); * Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong). Additional indicators to consider for alignment to this video

Grade 4History Benchmark B: Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. Indicator 03: Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States. Additional indicators to consider for alignment to this video

Grade 8History Benchmark D: Describe the effects of interactions among civilizations during the 14th through the 18th centuries. Indicator 02: Describe the political, religious and economic aspects of North American colonization including: * Reasons for colonization, including religion, desire for land and economic opportunity; * Key differences among the Spanish, French and British colonies; * Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts; * Indentured servitude and the introduction and institutionalization of slavery; * Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies; * Conflicts among colonial powers for control of North America. Additional indicators to consider for alignment to this video

The Calendar: How to Use It Benchmark A: Use a calendar to determine the day, week, month and year. Indicator 01: Measure calendar time by days, weeks, months and years. Benchmark A: Use a calendar to determine the day, week, month and year. Indicator 02: List the days of the week and months of the year in order. Grade 2 History Click to view Video Use the Rubric and 9 Questions to Answer Using the INFOhio Social Studies Rubric to evaluate the following:

1803 Louisiana Purchase Grade 8History Benchmark G: Analyze the causes and consequences of the American Civil War. Indicator 08: Civil War and Reconstruction / Describe and analyze the territorial expansion of the United States including: * Northwest Ordinance; * The Louisiana Purchase and the Lewis and Clark expedition; * Westward movement including Manifest Destiny; * The Texas War for Independence and the Mexican-American War. Click to view Video Use the Rubric and 9 Questions to Answer Using the INFOhio Social Studies Rubric to evaluate the following:

How our economy works: All about earning and spending money Grade K Economics Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 03: Production, Distribution and Consumption / Identify goods and services. Click to view Video Use the Rubric and 9 Questions to Answer Using the INFOhio Social Studies Rubric to evaluate the following:

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 02: Production, Distribution and Consumption / Describe the ways people produce, consume and exchange goods and services in their community. Benchmark C: Explain ways that people may obtain goods and services. Indicator 03: Explain ways that people may obtain goods and services that they do not produce including the use of money and barter. Additional indicators to consider for alignment to this video Grade 1 Economics

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 02: Explain how people are both buyers and sellers of goods and services. Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 03: Recognize that most people work in jobs in which they produce a few special goods or services. Additional indicators to consider for alignment to this video Grade 2 Economics