1. Brooke Beam Jennifer Magsaysay Rick Rowland ED 417 PowerPoint Social Studies Grades 3-5

2. The goal and objective of this presentation is to find activities relevant for elementary social studies curriculum. Through these activities the students will learn what it is to be a contributing, productive member of society. They will learn about various people, places, and events from Ohio, the United States, and the world.

3. ðAmerican Heritage ðPeople in Societies ðWorld Interactions ðDecision Making and Resources ðDemocratic Processes ðCitizenship Rights and Responsibilities

4. American Heritage ÔHow did we become unique? ÔCultures

5. Web Sites Ôhttp://www.umn.edu/ihrc Ôhttp://www.msstate.edu/Archives/Hi story/index.html Ôhttp://history.cc.ukans.edu/history/ Ôhttp://www.dol.gov/dol/asp/public/ programs/history/main.htm Ôhttp://www.ncss.org/online

6. Activities  Group state events by broadly defined historical eras and place in the proper sequence in a time line with evenly spaced intervals for years, decades, and/or centuries.  Identify significant individuals and events in state history and explain their importance.  Explore sources of information about Ohio history.

7. More Activities  Discuss various cultures from around the world and have students identify ways in which each cultures has their unique qualities.  Discuss the immigration of other cultures into America and how those people had to adapt to our society.

8.  Differences  Learn from each other  Common good

9. Web Sites  http://www.lam.mus.ca.us/webmuseums  http://www.cs.cmu.edu/afs/cs.cmu.edu/use r/clamen/misc/Canadiana/README.html  http://us.imdb.org/Movies/credits.html  http://festivals.com/cgi- shl/dbml.exe?Template=/festivals/homepag e  http://curry.edschool.virginia.edu/curry/proj ects/HalBurbach

10. µIdentify various cultural groups that have settled in Ohio µExamine the contributions of people of various cultural groups to Ohio’s development µIndicate on a map where various cultural groups have settled in Ohio Activities

11. More Activities µDiscuss various customs of different cultural groups and perform a skit or play depicting those customs. µDivide class into groups and have each group research one of Ohio’s ethnic groups and report their findings to the class.

12. >Other countries >Contact >Relationships >Intentional and unintentional

13. Web Sites  http://www.frw.ruu.nl/nicegeo.html  http://wings.buffalo.edu/geoweb/  http://www.lonelyplanet.com.au/lp.htm  http://www.npac.syr.edu/textbook/kidsw eb/geography.html  http://pubweb.parc.xerox.com/map

14. Activities  Demonstrate the relationship between historical events in Ohio, the nation, and the world  Describe the location of Ohio relative to other states, nations, and physical features of the world  Recognize that the government of Ohio deals with governments of other nations

15. More Activities  Make the United States out of cookies shaped like individual states. Include major landmarks on the cookies such as rivers, mountains, state capitals.  Students will research individual states,locate 5 to 10 facts about that state, then the class will compile a book of facts about the United States..

16.  Decisions  Constraints  Resources  Individuals and Societies

17. Web Sites  http://ecedweb.unomaha.edu/  http://www.ncsa.uiuc.edu/edu/RSE/RS Eyellow/gnb.html  http://www.landmark-project.com/eco- market/  http://edcen.ehhs.cmich.edu/ins/jun/  http://www.cochran.com/

18. Activities ØIdentify resources needed to produce a good or service and classify each resource by the factors of production. ØMatch each factor of production with the payment received. ØDescribe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved.

19. More Activities ØUsing a large outline of Ohio and symbols for products produced in Ohio, match the product to the area in which it was produced. ØGiven various resources (string, paper plates, Styrofoam cups, cottonballs etc..) students will create their own product and sell it to the class.

20. Democratic Processes +Democratic Society +Governments purpose +Accomplish- ments

21. Web Sites  http://www.piperinfo.com/  http://bizserve.com/statepages.html  http://www.findlaw.com/  http://www.law.cornell.edu/  http://www.whitehouse.gov/WH/Welco me.html

22. ªIdentify the purposes of state government. ªLink examples of governmental actions with the purposes of state government. ªExplain the basic function of each branch of local and state government. Activities

23. More Activities ªIdentify people, past or present, who belong to each branch of government. ªSet up a class government depicting the three branches. Discuss the various jobs and make decisions regarding class actions.

24. Citizenship Rights and Responsibilities åAdult åWorking together åInvolvement åSociety

25.  http://kidsvotingusa.org/  http://www.usia.gov/education/cbyex.ht m  http://www.cpn.org/  http://www.citizen.org/  http://www.vote- smart.org/other/participate.html Web Sites

26. Activities Differentiate between facts and opinions Discuss issues facing local and state governments Assume leadership roles and reflect dispositions that will enhance the learner’s effectiveness in addressing public issues.

27. More Activities Discuss the characteristics of a good citizen. Write an essay on good citizenship. Class debate on issues concerning the school or the class that the students find meaningful.

28. The purpose of this assignment was to find activities to use in elementary Social Studies lessons to help students understand the six strands. Through these activities they will have a better understanding of their local community, their state, their nation, and the world. Hopefully the students will not only increase their factual knowledge of social studies, but also how to apply what they have learned to real world situations.