1. Ohio Strands for Social Studies By Brad Sidle ED637

2. Table of Contents Introduction American Heritage People in Societies World Interactions Citizenship Rights and Responsibilities Democratic Processes

3. Introduction The following references to the Ohio Strands are applied in this lesson to an eighth grade general social studies class.

4. Strand 1: American Heritage Unit/Lesson: The Revolutionary War Objectives: 1) Examine multiple tier timelines 2) Assess causal factors 3) Compare multiple perspectives 4) Assess validity of narratives 5) Investigate geography in history

5. Multiple Tier Timelines http://www.ushistory.org/march/timeline.ht m http://www.historyplace.com/unitedstates/re volution/rev-prel.htm Activity: Using the above timelines, make your own timeline which includes the following battles: Bunker Hill, Concord, King’s Mountain, Lexington, Long Island, Saratoga, Trenton, and Yorktown.

6. Causal Factors http://www.multied.com/revolt/causes.html http://www.publicbookshelf.com/public_html/ The_Great_Republic_By_the_Master_Histo rians_Vol_II/causesof_ca.html Activity: After reviewing the above information, write a three paragraph essay on what you think are the three main causes of the Revolutionary War. A  B  C  D

7. Multiple Perspectives http://www.loc.gov/exhibits/treasures/trr046.html http://search.eb.com/blackhistory/micro/40/36.htm l Activity: Draw a picture of the events of the Boston Massacre based on what you’ve read of the event and the death of Crispus Attucks.

8. Validity of Narratives http://www.usflag.org/about.betsy.ross.html http://www.dzn.com/~laverne/Betsy- Ross.html Activity: You vote! Did Betsy Ross design the first flag? Explain your answer. Did Betsy Ross sew the first flag? Explain your answer.

9. Geography in History http://www.wpi.edu/Academics/Depts/MilSci/ BTSI/ocoka.html http://www.wpi.edu/Academics/Depts/MilSci/ BTSI/Lexcon/batmap.html After reviewing the concepts of O.C.O.K.A. as used in modern terms, and viewing a map of the territory, explain why the geography of Lexington favored the British forces and why Concord favored the Patriots.

10. Strand 2: People in Societies Unit/Lesson: Cultural Contact Objectives: 1) Compare cultures on three continents 2) Discuss impact of initial contacts 3) Compare differing views of one historical development

11. Cultures of Three Continents http://members.aol.com/ntgen/hrtg/engl.html A history of European Puritans http://www.si.umich.edu/CHICO/Schomburg/ A history of Africans in America http://www.crystalinks.com/iroquois.html A history of the Iroquois Nation Activity: Choose a population noted above and on the appropriate map, chart their arrival and growth in the North American continent.

12. Impact of Initial Contact and Differing Views of an Event http://www.newint.org/issue226/keynote.htm http://news.bbc.co.uk/1/hi/world/americas/192 240.stm Activity: After reading these articles on Columbus, the class will discuss the positive and negative aspects of European “discovery” and exploitation of resources.

13. Strand 3: World Interactions Unit/Lesson: The War of 1812 Objectives: 1) Utilize geographic resources 2) Explain mapped/graphed data 3) Explain political barriers and inducements 4) Recognize political ideas as they transcend boundaries

14. Using and Explaining Data from Geographic Resources http://library.thinkquest.org/22916/e xatlas.html http://www.geoamericas.com/view_ maps/war-1812.asp?type=flash Activity: Using these maps, describe in detail the movement of troops in the battle of Queenston

15. Political Barriers and Inducements http://home.earthlink.net/~gfeldmeth/chart.18 12.html http://memory.loc.gov/ammem/award99/icuht ml/fawhome.html Activity: Explain the difficulties in the United States as they became involved in the European struggle for power and the drive to expand to the West.

16. Transcendence of Political (and Musical) Ideas http://www.bcpl.net/~etowner/anacreon.html http://www.mexonline.com/grito.htm Activity: Mexico gained strength to declare independence because of her neighbor to the north (US). We borrowed songs from other countries to express political views. Think of other examples where people import ideas from other cultures.

17. Strand 4: Decision Making and Resources Unit/Lesson: Labor in Antebellum United States Objectives: 1) Define an economic system 2) Three fundamental economic questions 3) Identify governmental influences on economic activity

18. American Economic Systems http://www.dartmouth.edu/~mkohn/Ex.pdf http://65.107.211.206/economics/laissez.html http://www.kentlaw.edu/ilhs/curricul.htm#4 http://libwww.syr.edu/digital/collections/j/JohnHump hreyNoyes,ThePutneyCommunity/chap17.htm (Especially noteworthy in this last citation is a mention of the socialist experiment in Yellow Springs, Ohio, 1825, (p. 153)) Activity: Describe what you see that defines an economic system based on the above readings.

19. Three Fundamental Questions What to produce? http://www.usda.gov/history2/text5.htm How to produce? http://www.bergen.org/technology/indust.html Who receives benefits of production? http://www.widerquist.com/usbig/cunliffe- erreygers.pdf ? ? ?

20. Governmental Influences http://www.myhistory.org/historytopics/articl es/tarriff.html http://www.bcpl.net/~etowner/battle.html Activity: Tariffs and blockades are two examples of how a government can interfere with free trade. Make a model of a customs house or a port being blockaded.

21. Strand 5: Democratic Processes Unit/Lesson: The Constitution Objectives: 1) Locke and Jefferson 2) A contract with provisions 3) 1787 Constitutional Convention 4) Bill of Rights 5) Division of powers 6) Voting qualifications – Ohio 7) Political Parties in Ohio

22. Locke and Jefferson http://www.utm.edu/research/iep/l/locke.htm# Two%20Treatises%20of%20Government http://memory.loc.gov/ammem/mtjhtml/mtjqu ote.html Activity: Cite at least three quotations from Locke or Jefferson and tell why you agree or disagree with them.

23. Contract with the People http://www.opinioneditorials. com/guestcontributors/baile y_20021107.html Activity: Write your own “letter to the editor” giving your views on government as a contract with “the people.”

24. 1787 Constitutional Convention http://www.thisnation.com/library/madison/in dex.html Activity: Select one of the debates on the website and tell three reasons you are “for” or “against.”

25. Articles of the Constitution http://www.law.cornell. edu/constitution/const itution.overview.html Activity: Take the class quiz on the basic contents of the Articles of the Constitution

26. Bill of Rights http://www.archives.gov/exhi bit_hall/charters_of_freedo m/bill_of_rights/amendment s_1-10.html Activity: Select the guaranteed right which means the most to you. In a three paragraph essay, tell why it is important to you.

27. Division of Powers http://www.jmu.edu/madison/gpos225- madison2/divispower.htm Activity: Develop a chart which shows the division of powers between the three branches of government, and a second chart which shows the division of powers between Federal, State and local levels.

28. Ratification of the Constitution http://www.thisnation. com/facts/ratificatio n.html Activity: Memorization of the “mental pictures” (mnemonic devices) for the order of ratification.

29. Voting Qualifications http://www.wfu.edu/~zulick/340/340suffrage. html http://www.state.oh.us/sos/VotingFAQ.htm#r egistering Activity: Identify the qualifications to vote and the Congressional district in which you live.

30. Political Parties in Ohio http://www.ohiodems.org/demlink.htm http://www.ohiogop.org/ Activity: Do you affiliate yet with a particular party, or do you consider yourself an “independent”? How did you make your choice?

31. Strand 6: Citizenship Rights and Responsibilities Unit/Lesson: Tippecanoe and Tyler Too Objectives: 1) William Henry Harrison 2) Tecumseh and Native rights

32. William Henry Harrison http://www.whitehouse.gov/ history/presidents/wh9.ht ml Activity: Explain the election slogan “Tippecanoe and Tyler Too”

33. Tecumseh and Native Rights http://www.ohiokids.org /ohc/history/h_indian/ people/tecumseh.html Activity: Compare the story of Tecumseh with any other Native American who fought against injustice.