Social Studies Ohio Model 3rd Grade Erin Paisley Jamie Steinke Jennifer Kleman

The attributes of community life are a focus of attention during this year. Communities of the past and present as well as communities near and far can provide the source material to work through the six strands of the social studies programs. Instructional Objectives

Performance Objectives 1. Given a set time period and a narrative about the community, the learner will record changes that occurred 2. Given the population of the local community, the learner will describe cultural groups that live there 3. Given a map of the local community, the learner will locate physical and human features

4. Given a consumer decision, the learner will itemize the costs and benefits of alternative choices, including opportunity cost 5. Given an example of a local governmental activity, the learner will describe how the activity addresses a purpose or purposes of government

6. The learner will work with others to govern a group activity, as evidenced in part by the capacity to: A. help create rules B. select leaders C. follow directions and rules

Strand One: American Heritage

American Heritage The American Heritage strand refers to those aspects of the past that help to make the American people unique among the peoples of the world while at the same time recognizing what we hold in common with other people.

Activities for American Heritage: 1. Given a list of community events the students will create a time line putting the events in order. 2. Go to the public library and find a newspaper article from the past. The student will read it and be prepared to share it with the class.

3. Interview two people about what life was like in the past and write two journal entries about it. 4. Read a biography about someone from America and be able to tell the class about it. What did the author think of this person? 5. Go to the local courthouse and look at any documents you con. Examine the building and any pictures they have. Make up five questions about the visit.

American Heritage Web Sites

Web Sites for American Heritage:

Strand two: People in Societies

People in Societies The People in Societies strand recognizes that the United States and the world encompass many different racial, ethnic, and religious groups. It also recognizes that factors such as gender and class provide people with different perspectives on issues. In the US, all of these groups live together in one society.

Activities for People in Societies: 1. Make a chart of the diversity in your community. Include age, ethnicity, religion, sex, and disability. 2. Interview a grandparent or an elderly friend to find our if their ancestors settled in this community. 3. Put on a skit to show where and why certain groups settled where they did in the community.

4. Compare the culture of your family to other families in the community. Are there any similarities or differences? 5. Research in the library, or on the internet, and find out how many different cultures settled in your community in the past.

People in Society Web Sites

Web Sites for People in Societies: nger

Strand three: World Interactions

World Interactions The World Interactions strand explores the links people make around the world as they attempt to address common problems.

1. Describe where Cleveland is from Dayton using cardinal directions. 2. Measure the distance between your house and another place of your chose in Ohio using the map scale. 3. Research another country and compare that community with yours. Activities for World Interaction:

4. Look at a map or globe and compare the location of your community to another city in a different country (on a different continent). 5. Find out who Ohio gets resources from and who Ohio gives resources to. On your world map plot these areas, one which provides to Ohio and another which receives from Ohio.

World Interactions Web Sites

Web Sites for World Interactions: Geography.state.gov/html 5. Geoghraphy.html

Strand four: Decision Making and Resources

Decision Making The Decision Making and Resources strand focuses on decisions individuals and societies make in addressing wants.

Decision Making and Resources: 1. Look through catalogs from different stores to compare prices of a certain product then graph/chart results. 2. Each student or group of students select a good (ex. Car, telephone, etc.) and identify the resources necessary to produce the good, as well as the labor involved (ex. Education, experience, etc.)

3. Create a situation with a family of four going on a camping trip for a week. The students have to buy food for the trip with a maximum budget of $500. The students will share their results. Who spent the most? Least? What can/or was done to save money? 4. Show the students coins, currency, checks, credit cards, travel checks, etc. Compare values of foreign currency. Set up a classroom store for them to use the money. Talk about bank investments. Go to a mint.

5. Have the students research a career that they are interested in and find out it’s yearly salary. Then make a class graph/chart of the results.

Decision Making and Resources Web Sites

Web Sites for Decision Making and Resources: Ecedweb.unomaha.ecu

Democratic Processes

Democratic Processes The Democratic Processes strand examines the principles of democracy and explores the extent to which governments reflect those principles.

Activities for Democratic Process: 1. Have the Mayor come to speak to the class. 2. Have the class list benefits and burdens of society and rate their necessity. (ex. Benefit - Bus routes/ Burden - trash at curb) 3. Set up a class courtroom with assigned positions (jury, judge, witnesses, etc.) Try a case on a debatable issue. (worldly, school, class, or community issues)

4, Have the students find a local issue from newspapers, church bulletins, community bulletin boards, etc. Have them take a side on the issue and share it with the class. 5. Set up a classroom community where the students will take on governmental roles (mayor, fire chief, police officer, etc.) Create posters, signs and buildings to create atmosphere.

Democratic Processes Web Sites

Web Sites for Democratic Processes :

Citizenship rights and responsibilities

Citizenship and Responsibilities The strand of Citizenship and Responsibilities provides a context for examining and engaging in those activities that are part of an adult’s public life.

Activities for Citizenship Rights and Responsibilities: 1. Have the students find information regarding a local issue. The class will then put on a news program that will be video taped. 2. The class helps decide the classroom rules. Students are also elected to weekly class jobs (ex. Line leader, calendar person, pass out papers, etc.)

3. Have the students collect litter on the playground or in the community. 4. Take a field trip to a nursing home to visit with the elders. 5. The students will take turns role playing various situations. They have to determine what actions should be taken in order to demonstrate good citizenship traits in these situations. The rest of the class will vote on the fairness of the choice.

Citizenship Rights and Responsibilities Web Sites

Web Sites for Citizenship Rights and Responsibilities: 1. Edcen.ehhs.cmich.edu/insiserv/ Kidsvotingusa.org/ 5.