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Ohio Social Studies Standards Kevin Hill. Table of Contents Eight Standards of Social Studies History History People in Societies People in Societies.

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Presentation on theme: "Ohio Social Studies Standards Kevin Hill. Table of Contents Eight Standards of Social Studies History History People in Societies People in Societies."— Presentation transcript:

1 Ohio Social Studies Standards Kevin Hill

2 Table of Contents Eight Standards of Social Studies History History People in Societies People in Societies Geography Geography Economics Economics Government Government Citizenship Rights and Responsibilities Citizenship Rights and Responsibilities Social Studies Skills and Methods Social Studies Skills and Methods Science Technology and Society Science Technology and Society

3 History  Objective:  To cover the tumultuous time before and after the American Civil War, and the political and sociological settings it occurred in

4 History Activity 1  Lecture on the differences between life in the Southern and Northern States, particularly slavery  Go to a computer room and have the class play an online “game” wherein they attempt to escape from slavery and flee to Canada  http://academic.bowdoin.edu/flighttofreedom /intro.shtml http://academic.bowdoin.edu/flighttofreedom /intro.shtml http://academic.bowdoin.edu/flighttofreedom /intro.shtml

5 History Activity 2  Lecture on the political landscape leading into the 1860 Presidential Election  Map and charts showing the 1860 Election results:  http://en.wikipedia.org/wiki/United_States_presidential_elec tion,_1860 http://en.wikipedia.org/wiki/United_States_presidential_elec tion,_1860 http://en.wikipedia.org/wiki/United_States_presidential_elec tion,_1860  Break the class into 4 groups corresponding to the different presidential parties, and have each group present their platforms.

6 History Activity 3  Cover the Civil War in class through lecture  An extensive Civil War information website:  http://www.civil-war.net/ http://www.civil-war.net/  Have students do a comparison of the different strengths and weaknesses of the North and South, including material, motivation, geography, foreign sympathy, etc.  A website offering suggested lesson plans and class activities on the Civil War  http://www.pbs.org/civilwar/classroom/activities.html http://www.pbs.org/civilwar/classroom/activities.html

7 History Activity 4  Classroom lecture on Reconstruction  Watch a PBS program on Reconstruction  http://www.pbs.org/wgbh/amex/reconstructio n/ http://www.pbs.org/wgbh/amex/reconstructio n/ http://www.pbs.org/wgbh/amex/reconstructio n/

8 History Activity 5  Have final class discussion on the effects of the Civil War and Reconstruction eras on America’s development

9 People in Societies ► Objective:  To explore the enormous social upheaval in the 1960s and 1970s in American culture.

10 People in Societies Activity 1 ► Give the class a general overview of the 1960s and 1970s, building on information from previous chapters. Begin with foreign events and then move onto the effects on domestic America  U.S. Census Bureau Information for 1970 ► http://www.census.gov/prod/www/abs/decennial/19 70cenpopv1.htm http://www.census.gov/prod/www/abs/decennial/19 70cenpopv1.htm http://www.census.gov/prod/www/abs/decennial/19 70cenpopv1.htm

11 People in Societies Activity 2 ► Students will explore the struggle for Civil Rights for African-Americans in this era through lecture, worksheets, and videos ► A website on Civil rights struggles  http://www.rethinkingschools.org/archive/17_0 2/Civi172.shtml http://www.rethinkingschools.org/archive/17_0 2/Civi172.shtml http://www.rethinkingschools.org/archive/17_0 2/Civi172.shtml

12 People in Societies Activity 3 ► Students will learn about the women’s rights movement, and have class discussion on its impact today  History of the Equal Rights Amendment ► http://www.equalrightsamendment.org/era.htm http://www.equalrightsamendment.org/era.htm

13 People in Societies Activity 4 ► Students will learn about other struggles for equality, including Hispanics, homosexuals, and Native Americans. ► The 1964 Civil Rights Act:  http://usinfo.state.gov/usa/infousa/laws/majorl aw/civilr19.htm http://usinfo.state.gov/usa/infousa/laws/majorl aw/civilr19.htm http://usinfo.state.gov/usa/infousa/laws/majorl aw/civilr19.htm

14 People in Societies Activity 5 ► Counter-culture  Students will watch a video about the youth counter- culture movements, including demonstrations for peace in Vietnam, sexual liberation, rise of drug culture, rock and roll, etc.  Have students interview someone they know who lived during the counter-culture era  A site which correlates protest music of the counter culture movement to the events of the 1960s and 1970s ► http://www-rohan.sdsu.edu/~richard5/home.html http://www-rohan.sdsu.edu/~richard5/home.html

15 Geography Objective: To discuss and learn about the differences of a variety of characteristics as they differ in countries around the world Objective: To discuss and learn about the differences of a variety of characteristics as they differ in countries around the world

16 Geography Activity 1 Have students create a map representing world populations and density Have students create a map representing world populations and density A world population density map: A world population density map: http://www.mapsofworld.com/world-population- density.htm http://www.mapsofworld.com/world-population- density.htm http://www.mapsofworld.com/world-population- density.htm http://www.mapsofworld.com/world-population- density.htm

17 Geography Activity 2 Students will learn about urbanization across the globe. Video presentation and class discussion on urban growth and implications Students will learn about urbanization across the globe. Video presentation and class discussion on urban growth and implications A map that shows urbanization growth from 1955 to the present and potential future A map that shows urbanization growth from 1955 to the present and potential future http://news.bbc.co.uk/2/shared/spl/hi/world/06/urb anisation/html/urbanisation.stm http://news.bbc.co.uk/2/shared/spl/hi/world/06/urb anisation/html/urbanisation.stm http://news.bbc.co.uk/2/shared/spl/hi/world/06/urb anisation/html/urbanisation.stm http://news.bbc.co.uk/2/shared/spl/hi/world/06/urb anisation/html/urbanisation.stm

18 Geography Activity 3 Through lecture and class discussion, students will learn about religious distribution in other countries compared to our own Through lecture and class discussion, students will learn about religious distribution in other countries compared to our own Statistical reference of religious composition in individual countries: Statistical reference of religious composition in individual countries: http://www.worldfactsandfigures.com/religion.php http://www.worldfactsandfigures.com/religion.php http://www.worldfactsandfigures.com/religion.php Map of religious distribution among countries: Map of religious distribution among countries: http://www.mapsofworld.com/world-religion-map.htm http://www.mapsofworld.com/world-religion-map.htm http://www.mapsofworld.com/world-religion-map.htm

19 Geography Activity 4 Watch a video comparing the standards of living of poorer nations to that of our own Watch a video comparing the standards of living of poorer nations to that of our own Map of GNI per country: Map of GNI per country: http://www.mapsofworld.com/gni-per-capita.htm http://www.mapsofworld.com/gni-per-capita.htm Map and information site on poverty: Map and information site on poverty: http://en.wikipedia.org/wiki/Poverty http://en.wikipedia.org/wiki/Poverty http://en.wikipedia.org/wiki/Poverty

20 Geography Activity 5 As a general activity, have students create their own nation, and have them decide on its government, economy, social composition, religion, etc. Set up a system wherein student countries can grow in size, undergo change, interact with other students’ countries…perhaps even allow conflict between them. As a general activity, have students create their own nation, and have them decide on its government, economy, social composition, religion, etc. Set up a system wherein student countries can grow in size, undergo change, interact with other students’ countries…perhaps even allow conflict between them.

21 Economics Objective: Objective: To explain to students the basics of the free market system and its effect on history To explain to students the basics of the free market system and its effect on history

22 Economics Activity 1 Teach students the basic fundamentals of supply and demand, market competition, monopolies, etc Teach students the basic fundamentals of supply and demand, market competition, monopolies, etc Have students complete a worksheet to reinforce these concepts Have students complete a worksheet to reinforce these concepts Adam Smith and the birth of free market belief Adam Smith and the birth of free market belief http://en.wikipedia.org/wiki/Adam_Smith http://en.wikipedia.org/wiki/Adam_Smith http://en.wikipedia.org/wiki/Adam_Smith

23 Economics Activity 2 Explain arguments for and against government control and influence on the economy Explain arguments for and against government control and influence on the economy Have students write a paper explaining their personal views of a government’s responsibility in the economy Have students write a paper explaining their personal views of a government’s responsibility in the economy Short summary by the U.S. Department of State on U.S. government’s role in economy: Short summary by the U.S. Department of State on U.S. government’s role in economy: http://economics.about.com/od/howtheuseconomywo rks/a/government.htm http://economics.about.com/od/howtheuseconomywo rks/a/government.htm http://economics.about.com/od/howtheuseconomywo rks/a/government.htm http://economics.about.com/od/howtheuseconomywo rks/a/government.htm

24 Economics Activity 3 Teach the students about the rise of capitalism during the Industrial Revolution and its social benefits and costs Teach the students about the rise of capitalism during the Industrial Revolution and its social benefits and costs Break the class into groups and offer each group contemporary arguments for and against capitalism of the time, and have groups debate each other. Break the class into groups and offer each group contemporary arguments for and against capitalism of the time, and have groups debate each other. Some impacts of the Industrial Revolution on society: Some impacts of the Industrial Revolution on society: http://industrialrevolution.sea.ca/impact.html http://industrialrevolution.sea.ca/impact.html http://industrialrevolution.sea.ca/impact.html

25 Economics Activity 4 Teach students about the Great Depression in America and the rest of the world in the 1930s, and the subsequent rise of government role in the economy Teach students about the Great Depression in America and the rest of the world in the 1930s, and the subsequent rise of government role in the economy Perform a class role-playing scenario where students are citizens in the 1930s, going through the Great Depression. Perform a class role-playing scenario where students are citizens in the 1930s, going through the Great Depression. http://www.bringinghistoryhome.org/downloa ds/Fourth/4_Dep_Depression_Game.pdf http://www.bringinghistoryhome.org/downloa ds/Fourth/4_Dep_Depression_Game.pdf http://www.bringinghistoryhome.org/downloa ds/Fourth/4_Dep_Depression_Game.pdf http://www.bringinghistoryhome.org/downloa ds/Fourth/4_Dep_Depression_Game.pdf

26 Economics Activity 5 Teach students about the current world of increasing globalization and it’s implications for the future Teach students about the current world of increasing globalization and it’s implications for the future Have students find and read articles about “off-shoring” and other effects of a globalized economy Have students find and read articles about “off-shoring” and other effects of a globalized economy An article on globalization and “off- shoring”: An article on globalization and “off- shoring”: http://globalenvision.org/library/3/647/ http://globalenvision.org/library/3/647/ http://globalenvision.org/library/3/647/

27 Government Objective: To explain the basic structures and operation of the United States Government To explain the basic structures and operation of the United States Government

28 Government Activity 1 Lecture and worksheet on the American Legislative Branch U.S. Constitution, Article I http://caselaw.lp.findlaw.com/data/constitution /article01/ http://caselaw.lp.findlaw.com/data/constitution /article01/ http://caselaw.lp.findlaw.com/data/constitution /article01/ http://caselaw.lp.findlaw.com/data/constitution /article01/

29 Government Activity 2 Lecture and worksheet on the American Executive Branch U.S. Constitution, Article II http://caselaw.lp.findlaw.com/data/constitution /article02/ http://caselaw.lp.findlaw.com/data/constitution /article02/ http://caselaw.lp.findlaw.com/data/constitution /article02/ http://caselaw.lp.findlaw.com/data/constitution /article02/

30 Government Activity 3 Lecture and worksheet on the American Judicial Branch U.S. Constitution, Article III http://caselaw.lp.findlaw.com/data/constitution /article03/ http://caselaw.lp.findlaw.com/data/constitution /article03/ http://caselaw.lp.findlaw.com/data/constitution /article03/ http://caselaw.lp.findlaw.com/data/constitution /article03/

31 Government Activity 4 Lecture and worksheet on the system of federalism in America Have students do a comparison between the Articles of Confederation and the Constitutional Government Comparison of government types http://www.usconstitution.net/consttop_fedr.ht ml http://www.usconstitution.net/consttop_fedr.ht ml http://www.usconstitution.net/consttop_fedr.ht ml http://www.usconstitution.net/consttop_fedr.ht ml

32 Government Activity 5 Teach students about voting and representation in the American system Contrast our election system with the proportional representation system of other countries such as those in Europe An argument for proportional representation http://www.mtholyoke.edu/acad/polit/damy/Be ginnningReading/whatispr.htm http://www.mtholyoke.edu/acad/polit/damy/Be ginnningReading/whatispr.htm http://www.mtholyoke.edu/acad/polit/damy/Be ginnningReading/whatispr.htm http://www.mtholyoke.edu/acad/polit/damy/Be ginnningReading/whatispr.htm

33 Citizenship Rights and Responsibilities Objective: Objective: Teach students their position in American society as voters in a representative democracy Teach students their position in American society as voters in a representative democracy

34 Citizenship Rights and Responsibilities Activity 1 Students will do an activity wherein they respond to a variety of scenarios and determine whether each scenario represents one of an authoritative use of power, or a democratic use of power Students will do an activity wherein they respond to a variety of scenarios and determine whether each scenario represents one of an authoritative use of power, or a democratic use of power Another PowerPoint Presentation on Authoritarian vs. Democratic power Another PowerPoint Presentation on Authoritarian vs. Democratic power Authoritarianism vs. Democracy Authoritarianism vs. Democracy Authoritarianism vs. Democracy Authoritarianism vs. Democracy

35 Citizenship Rights and Responsibilities Activity 2 Students will briefly examine different types of governments and their inherent strengths and weaknesses, including an individual’s rights in each system Students will briefly examine different types of governments and their inherent strengths and weaknesses, including an individual’s rights in each system Have students watch a video on the transformation of Germany’s Weimar Republic into Nazi Germany, and explore the reasons why it changed, and how it is relevant to systems of power even today Have students watch a video on the transformation of Germany’s Weimar Republic into Nazi Germany, and explore the reasons why it changed, and how it is relevant to systems of power even today Types of Governments: http://stutzfamily.com/mrstutz/WorldAffairs/typesof govt.html http://stutzfamily.com/mrstutz/WorldAffairs/typesof govt.html

36 Citizenship Rights and Responsibilities Activity 3 Explain voting requirements throughout American history and how they evolved Explain voting requirements throughout American history and how they evolved Have students research and write a short paper on the arguments for and against enfranchisement of different groups in American History. Have students research and write a short paper on the arguments for and against enfranchisement of different groups in American History. 15 th Amendment: 15 th Amendment: http://www.law.cornell.edu/constitution/constitution.amend mentxv.html http://www.law.cornell.edu/constitution/constitution.amend mentxv.html http://www.law.cornell.edu/constitution/constitution.amend mentxv.html http://www.law.cornell.edu/constitution/constitution.amend mentxv.html 19 th Amendment: 19 th Amendment: http://www.nps.gov/archive/malu/documents/amend19.ht m http://www.nps.gov/archive/malu/documents/amend19.ht m http://www.nps.gov/archive/malu/documents/amend19.ht m http://www.nps.gov/archive/malu/documents/amend19.ht m

37 Citizenship Rights and Responsibilities Activity 4 Explore how the Electoral College system works Explore how the Electoral College system works Have students read a case study of the 2000 Presidential election, and have students argue the merits and flaws of the Electoral system as well as those of a direct popular vote system Have students read a case study of the 2000 Presidential election, and have students argue the merits and flaws of the Electoral system as well as those of a direct popular vote system Map of 2000 Presidential Election results: Map of 2000 Presidential Election results: http://www.usnews.com/usnews/news/election/m ap.htm http://www.usnews.com/usnews/news/election/m ap.htm http://www.usnews.com/usnews/news/election/m ap.htm http://www.usnews.com/usnews/news/election/m ap.htm

38 Citizenship Rights and Responsibilities Activity 5 Hold a mock election near election season. Have students research candidate positions and present them during class. Then have students vote, and compare classroom results to the actual results. Hold a mock election near election season. Have students research candidate positions and present them during class. Then have students vote, and compare classroom results to the actual results.

39 Social Studies Skills and Methods Objective: Objective: To teach students critical thinking and analytical skills, as well as an understanding of cause-and-effect relationships through history. They should be able to review arguments and rationales and come upon an informed decision based on facts and reasoning. To teach students critical thinking and analytical skills, as well as an understanding of cause-and-effect relationships through history. They should be able to review arguments and rationales and come upon an informed decision based on facts and reasoning.

40 Social Studies Skills and Methods Activity 1 Have students read contemporary arguments for and against the U.S. joining the League of Nations after World War One Have students read contemporary arguments for and against the U.S. joining the League of Nations after World War One An overview of the debate: An overview of the debate: http://www.hno.harvard.edu/gazette/2004/03.18/15-league.html http://www.hno.harvard.edu/gazette/2004/03.18/15-league.html http://www.hno.harvard.edu/gazette/2004/03.18/15-league.html http://www.hno.harvard.edu/gazette/2004/03.18/15-league.html

41 Social Studies Skills and Methods Activity 2 Students will read and analyze arguments regarding isolationism in the 1930s Students will read and analyze arguments regarding isolationism in the 1930s Anti-Isolation: Anti-Isolation: http://www.historymatters.gmu.edu/d/5162/ http://www.historymatters.gmu.edu/d/5162/ http://www.historymatters.gmu.edu/d/5162/ Pro-Isolation: Pro-Isolation: http://www.cercles.com/n5/kennedy.pdf http://www.cercles.com/n5/kennedy.pdf http://www.cercles.com/n5/kennedy.pdf

42 Social Studies Skills and Methods Activity 3 Break students into two groups and have them debate as opposing sides whether World War Two was an inevitability, or what steps could have prevented it Break students into two groups and have them debate as opposing sides whether World War Two was an inevitability, or what steps could have prevented it

43 Social Studies Skills and Methods Activity 4 Have students analyze the relationship between the Cold War and previous historical events in the 20 th century Have students analyze the relationship between the Cold War and previous historical events in the 20 th century Origins of the Cold War: Origins of the Cold War: http://mars.wnec.edu/~grempel/courses/wc2 /lectures/coldwar.html http://mars.wnec.edu/~grempel/courses/wc2 /lectures/coldwar.html http://mars.wnec.edu/~grempel/courses/wc2 /lectures/coldwar.html http://mars.wnec.edu/~grempel/courses/wc2 /lectures/coldwar.html

44 Social Studies Skills and Methods Activity 5 Have students examine the Cuban Missile Crisis in 1962. Students should recognize the extent of how close the world came to nuclear war, and how the actions of Kennedy and Kruschev averted disaster Have students examine the Cuban Missile Crisis in 1962. Students should recognize the extent of how close the world came to nuclear war, and how the actions of Kennedy and Kruschev averted disaster Recordings of Kennedy in the Oval Office during the crisis Recordings of Kennedy in the Oval Office during the crisis http://www.hpol.org/jfk/cuban/ http://www.hpol.org/jfk/cuban/ http://www.hpol.org/jfk/cuban/

45 Science Technology and Society Objective: to explore the effects and repercussions of technology on society Objective: to explore the effects and repercussions of technology on society

46 Science Technology and Society Activity 1 Watch a classroom video on the Industrial Revolution and have students answer worksheet questions that follow the video Watch a classroom video on the Industrial Revolution and have students answer worksheet questions that follow the video Overview: Overview: –http://en.wikipedia.org/wiki/Industrial_Revolution http://en.wikipedia.org/wiki/Industrial_Revolution Images of the Industrial Era: Images of the Industrial Era: –http://www.mtholyoke.edu/courses/rschwart/ind_rev/ images/indust.html.htm http://www.mtholyoke.edu/courses/rschwart/ind_rev/ images/indust.html.htmhttp://www.mtholyoke.edu/courses/rschwart/ind_rev/ images/indust.html.htm

47 Science Technology and Society Activity 2 Have students write a narrative from the perspective of an Industrial era worker. The narrative should follow the worker’s daily experience, with emphasis on the new, changing technology of the time, and its consequences Have students write a narrative from the perspective of an Industrial era worker. The narrative should follow the worker’s daily experience, with emphasis on the new, changing technology of the time, and its consequences

48 Science Technology and Society Activity 3 Discuss the rise of suburbanization and its direct relationship to the rise of the automobile. Have students draw a comparison of the subsequent effects on society by contrasting urban and suburban life Discuss the rise of suburbanization and its direct relationship to the rise of the automobile. Have students draw a comparison of the subsequent effects on society by contrasting urban and suburban life Suburbs in America: Suburbs in America: –http://en.wikipedia.org/wiki/Suburb#Controve rsy http://en.wikipedia.org/wiki/Suburb#Controve rsyhttp://en.wikipedia.org/wiki/Suburb#Controve rsy

49 Science Technology and Society Activity 4 Classroom discussion on technology’s impact on world agriculture Classroom discussion on technology’s impact on world agriculture Website that offers step-by-step process of negative impact of the Green Revolution Website that offers step-by-step process of negative impact of the Green Revolution –http://www.oxnet.org/updir/OxfamWorkshop ActivitiesforTradeandGlobalization.doc http://www.oxnet.org/updir/OxfamWorkshop ActivitiesforTradeandGlobalization.dochttp://www.oxnet.org/updir/OxfamWorkshop ActivitiesforTradeandGlobalization.doc

50 Science Technology and Society Activity 5 Students will learn about the Internet and its power of communication. They will also learn of some governments’ fear of free communication, by finding and reading articles such as this, regarding China’s Internet censorship: Students will learn about the Internet and its power of communication. They will also learn of some governments’ fear of free communication, by finding and reading articles such as this, regarding China’s Internet censorship: –http://en.wikipedia.org/wiki/Great_Firewall_of _China http://en.wikipedia.org/wiki/Great_Firewall_of _Chinahttp://en.wikipedia.org/wiki/Great_Firewall_of _China


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