Ohio’s Model Competency Based Program Created by: Stacey Collier Julie Daniel Michelle Hoskinson

Rationale- Students will have a better understanding of life in a community by studying the third grade social studies strands. Goal- After studying the social studies strands, the students will gain a better understanding of what it means to be a positive member of a community.

1) The learner will be aware of the changes between past and present communities. 2) The learner will develop and understanding of the various age, ethnic and religious groups in society. 3) The learner will develop basic map skills and be able to show proficiency. 4) The learner will demonstrate a concern for the Earth’s limited resources. 5) The learner will be an active participant in bringing about peaceful conflict resolution. 6) The learner will use numerous sources for obtaining information on local issues (ex. T.V., newspapers, etc)

The learner will 1. Measure time by years, decades and centuries 2. Explore local historical developments a. group events into broadly defined eras b. place a series of events in the proper sequence on a time line c. create or examine a time line to raise questions about possible cause and effect relationships d. compare local historical events with events in other regional communities at the same time 3. Investigate narratives and/or documents a. identify the author or source b. identify the perspective of the author

c. suggest a purpose for the narrative or document 4. Explore sources of information about local history a. compare “first person” narratives about events in local history b. explain the significance of selected individuals c. interview local people about what community life was like “in the past” and compare with other sources of information d. examine local history documents, sites, and artifacts and formulate questions for further investigation 5. Investigate the influence of geography on the history of the local community 6. Observe and record changes in the community

Students can create a timeline of facts and occurrences from one genre of their local historical heritage such as George Rodgers Clark Park or Clifton Gorge Students can use this site to find information about the people and history of their community and of different countries of the world. The students can research the different costumes that were worn during a specific time period. The students could then design costumes of their own.

By using the clues, students can figure out where the national parks are located. An extension activity would have the students choose one parks and study the effects that it has/had on the surrounding community. Here the students can read a timeline of historical events during Abraham Lincoln’s presidency. Then students can click on links to read about the Emancipation Proclamation.

The learner will 1. Describe the various cultural groups that have settled into the local community and plot on a map their settlement patterns 2. Determine why various cultural groups settled where they did in the local community 3. Recognize the diverse nature of society by identifying and describing the characteristics of different groups of people in the community

After researching famous black Americans on this site, students can interview local people who are familiar with some of the famous Americans. Students would ask the locals how they and their community were affected. With help from this site, students can research their families to complete their family trees. Students could then interview their oldest living relative to find out their family settlement patterns and significance in the community.

Students can interview a local person to understand what life was like during a specific time period. The students can learn about the people that lived at Indian Trail Caverns before the last glacier flow of the region. Students would study artifacts found at the site and the geologic land forms before taking a trip to tour the site and actually view what they studied.

The students can research the Hopewell Native American Indians who built Fort Ancient over two thousand years ago. They would research the “fort” itself which was most likely built for sacred/ceremonial purposes. After research and reports, the class could take a trip to the fort and hike the trails and observe the artifacts.

The learner will 1. Develop map skills a. use cardinal and intermediate directions to describe the relative locations of places b. use directions and direction indicators on maps of the community, state and country c. locate physical and human features on a map that has a number/letter grid reference system d. use a liner scale to measure distance between places e. compare maps of the same area using different scales and draw conclusions about their usefulness for different purposes

2. Compare maps showing local communities, speculate as to the physical and human attributes which may have affected their location, and chart the most common attributes 3. Use maps and globes to point out the location of the community, state, country, and continent relative to other places 4. Cite examples of how different cultures satisfy wants through the consumption of goods and services and their use of resources 5. Locate on national and world maps, areas which provide resources to Ohio and areas which receive resources from Ohio and consider how resources are moved from place to place

6. Compare communities of selected cultures around the world with the student’s community 7. Explore the concept of region by using a map to illustrate the boundaries of a neighborhood and suggesting how it might be defined

Students can use this site to get directions to local destinations. Next, they can use the given directions and map to draw their own maps. The students’ maps will include local community landmarks. WDMSZ.html I could use this site to teach students the basic map skills that they need to know to read a map. Then we could look at local and world maps and use the map skills to locate different places.

Students can utilize their knowledge of basic map skills to find out the relative distance between their local community/state to other places on the globe. This web site allows students to enter in two locations and get the correct distance to compare with their calculations. Students will read this web page about the physical and human characteristics of places. Next they will analyze the characteristics of their community and draw a map highlighting those important characteristics.

The J.M. Smucker Company was Ohio’s 1999 exporter of the year. At this site students can learn the history of the Smuckers Company. They could then write letters to the company inquiring about the import and export process.

The learner will 1. Categorize economic activities as examples of production or consumption 2. Select a good and suggest the land and labor resources necessary for its production 3. Itemize the costs and benefits of alternative consumer choices and determine the opportunity costs 4. Identify different forms of money and recognize that money is used to purchase goods and services, or to save 5. Suggest why people save money 6. Identify goods and services provided by local government and how people use them

Students will use the information from this web site to study the coal economy of southeast Ohio. From the information, students should be able to identify, the land and labor resources necessary for coal production. At this site students can learn about savings accounts and how they work. Students can take a poll of the school and their families to find out the best reason why people save money.

www2.umdnj.edu/spsweb/index.htm The students will purchase items from a mock grocery store. The money used will be earned as tokens for school achievements. By this, the students will be aware of the cost of groceries and other items. The students will clean up the school yard and surrounding area looking for ways to preserve their resources. Students will begin a recycling center at school by learning how from the local recycling center. They will learn how to reduce, recycle and reuse resources.

The learner will 1. Identify the purpose of local government a. promote order and security b. control the distribution of benefits and burdens of society c. provide means of peaceful conflict resolution d. protect rights of the individual e. promote the common welfare 2. Link examples of governmental actions with the purposes of local government 3. Examine current issues and determine when his/her interests and the public good are involved 4. Discuss how a community group can organize to address the public good

Students will use this web site to create a class list of fire safety tips and each student will take home a copy. Students could visit a fire station and talk to a firefighter. Students will use the S.O.S program throughout the year to resolve conflicts by creating an interactive bulletin board. Students in conflicts with others will; share their (S)tories, discuss their (O)ptions, and find a (S)olution. Students can research the functions of the roles of local government and associate the current politician with each role.

Students will discuss current local, state or national issues. Then they will use this web page to find the address of their state representative. Each student will write a letter to his/ her representative expressing a concern,asking a question or thanking the representative for their service. The students will use this site to find an article that interests them. Each student will write a summary of the article and explain why they thought it was news worthy. The students will present their articles and summaries to the class.

The learner will 1. Locate sources of news and acquire information regarding local issues 2. Identify factual statements in sources of news 3. Take part in creating rules based on the idea of fair play, selecting persons to serve in positions of authority, and follow directions and rules 4. Develop citizenship traits a. practice characteristics of leadership b. demonstrate a sense of justice and fair play c. show empathy for the feelings of others d. assume responsibility for his/her own actions in working with others

e. respect the rights of others 5. Facilitate a project to improve the physical environment of the school or community

PSY0004.htm. After reading “Decision Mountain”, divide the class into groups. Draw a mountain on the chalkboard and ask the students to identify the problem in the story. Write the problem on the foot of the mountain. Ask students to come up with options and consequences for each option and decide which is best. Write their decision at the top of the mountain. Set up a community service project. Invite parents to help with feeding the homeless, cleaning and beautifying the neighborhood or recycling.

12/citizenship/responsibilities.html Prepare a pretend election. Inform the class of issues and candidates. Each student will make his/her decision of who would be the best candidate based on the issues. Have the class vote by secret ballot and discuss the voting process. Select a group of students that have on a similar item of clothing and separate them from the rest of the group. Let this group do anything they wish while the rest of the class does work. After 15 minutes explain that it was an exercise on discrimination. Follow by reading about Rosa Parks. Design activities in stations that shows other students what it feels like to have a disability.

The purpose of these strands is to help students understand what it means to be part of a society. Through the study of the past and present, students will develop the ability to make decisions for the good of the group or community. The students will appreciate different cultures and the needs of different types of people. The students will be able to work in groups to achieve mutual goals while displaying cooperation skills and showing respect for others.