Ohio Social Studies Strands Project Grade Six Standards and Activities

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Ohio Social Studies Strands Project Grade Six
Standards and Activities

• Tiffany Moore
• Lori Siconolfi
• October 21, 2004

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Table of Contents

• History
• Activities
• Websites
• People in Societies
• Activities
• Websites
• Geography
• Activities
• Websites
• Economics
• Activities
• Websites

• Government
• Activities
• Websites
• Citizenship Rights, and Responsibilities
• Activities
• Websites
• Social Studies Skills and Methods
• Activities
• Websites

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History Activities

• Students will create a timeline for Mexico. They
  will understand the chronology of the country
  from the ancient civilizations to the country
  today.
• Working in groups, students will be assigned one
  of the river civilizations (Mesopotamia, Egypt,
  or Huang Ho/Indus River Valley civilization), and
  they will research the different geographic,
  political, economic and social characteristics
  and compare these to one another.

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History Activities, contd.

• Students will visit COSI and the Progress
  exhibit, in which they will travel through time
  and interact with people of a small Midwestern
  town and the technology of the time period.
  Students will then compare and contrast the
  technology from the exhibit (year 1898) to now.
• The students will visit SunWatch Village in
  Dayton. Prior to the visit, each student will be
  assigned one area to report on hunting and
  gathering, tool making, use of fire,
  domestication of plants and animals, and
  governance. Students will then jigsaw and discuss
  how these peoples lives are so different from
  todays world.

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History Activities, contd.

• To explore the civilizations of the Maya, Inca,
  Aztec, and Mississippian peoples, divide the
  class into five groups and assign each group one
  of the following characteristics location,
  government, religion, agriculture, and cultural
  and scientific contributions. Each group will
  discover some aspect of the civilization studied
  that day (this will take several days). As a
  class, record the major information on a large
  chart to compare and contrast the different
  aspects of each civilization.

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History Websites

• The History Channel This Day in History
• http//www.historychannel.com/
• When arrive at website click on This Day in
  History heading
• History World
• http//www.historyworld.net/
• World History Hyper History Online
• http//www.hyperhistory.com/online_n2/History_n2/a
  .html
• Documents in Military History
• http//www.hillsdale.edu/oldacademics/history/war/
  
• The History Place
• http//www.historyplace.com/

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People in Societies Activities

• Student will collect photographic images of
  places and people across the United States and/or
  World and put them together in a collage.
• Students will create and bury a time capsule
  filled with materials that reflect the cultures
  and traditions found in their community.
• Students will research the Chinese New Year to
  learn about another cultures traditions.

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People in Societies Activities, contd.

• Upon reading about the immigrants of the early
  1900s, students will write a journal entry
  describing how they would feel if they were one
  of these immigrants.
• Students will imagine they are a citizen of the
  Aztec Empire. They will write a journal entry
  describing how they would feel when the Spanish
  came to conquer the area.

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People in Societies Websites

• Houghton Mifflin Education Place
• http//www.eduplace.com
• The Major World Religions
• http//www.omsakthi.org/religions.html
• National Geographic History and Culture
• http//www.nationalgeographic.com/history/
• First Nations Histories
• http//www.tolatsga.org/Compacts.html
• Chinese New Year
• http//www.new-year.co.uk/chinese/

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Geography Activities

• Use coordinates of latitude and longitude to
  locate points on a world map.
• Students use the geography skills they have
  developed to create a map and related materials
  for an imaginary country.
• Students will write driving directions for
  someplace local and create a street map of their
  area.

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Geography Activities, contd.

• Using classroom maps, students will identify on a
  map the location of major physical features.
  They will use the correct vocabulary to identify
  these features.
• In groups, students will research agriculture,
  mining, fishing, or manufacturing related to the
  United States. They will locate the region these
  industries most occur and they will find one
  change in technological improvement that affected
  the industry.

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Geography Websites

• National Geographic
• www.nationalgeographic.com/maps
• Reference Desk.com
• www.refdesk.com/factmaps.html
• Mapquest
• www.mapquest.com
• Graphic Maps
• www.graphicmaps.com
• The World Fact book Capitals
• www.capitals.com

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Economics Activities

• Students will analyze currency as a primary
  source. They will be exposed to different world
  currencies from different eras. They will also
  realize that they can learn a great deal about a
  country by its currency.
• Students will read about the four main types of
  industry (primary, secondary, tertiary, and
  quaternary). Using this knowledge, students will
  follow a product through development and identify
  the different types of industry associated with
  each stage of development.

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Economics Activities, contd

• Find out how much money, in salary and
  endorsements, a favorite athlete of yours makes
  each year. Then create at least two graphics that
  put these earnings in perspective. For example,
  you might create a bar graph that compares the
  athlete's earnings to the annual earnings of some
  other person (such as an average American
  household, a full-time worker earning the federal
  minimum wage, or the President of the United
  States) or show how many and what kinds of goods
  the athlete could purchase with these earnings.

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Economics Activities, contd

• Students will discover properties of supply and
  demand through a classroom simulation of the
  marketplace using everyday classroom supplies
  (pencils, paper, etc.) They will discover
  concepts such as prices increase when supplies
  decrease, etc.
• Students will compare Ohio and Florida resources
  and how the resources effect production of goods
  and services in that area. Students will then
  compare the economic impact due to the recent
  hurricane activity in Florida and the demand for
  lumber, food, and other supplies.

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Economics Websites

• Savings Bonds for Kids!
• http//www.publicdebt.treas.gov/sav/savkids.htm
• U.S. Department of Commerce Bureau of Economic
  Analysis
• http//www.bea.gov/
• Money Central Station
• http//www.moneyfactory.com/kids/start.html
• The National Budget Simulation
• http//www.budgetsim.org/nbs/
• Netscape Money and Business
• http//money.netscape.cnn.com/default.jsp

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Government Activities

• Students experience democracy in action by
  participating in a mock town meeting discussing
  relevant classroom issues. (Students can gain
  background information by attending an actual
  town meeting or viewing a video of one.)
• Make A Difference Day is the nation's largest day
  of citizens volunteering to make their
  communities stronger - a day to lend a helping
  hand! In 2003, 3 million people cared enough to
  volunteer in their communities. Getting involved
  is simple. Identify a need in your community, put
  together a team of friends, students or
  co-workers and plan your project.

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Government Activities, contd

• The students will be assigned to represent their
  country they designed during the imaginary
  country unit in a mock United Nations meeting.
  Students will be given issues to discuss if they
  cannot first create their own issues. They will
  record what resolutions were made and if any
  military actions will be taken, depending on the
  issues.

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Government Activities, contd

• Describe the pros and cons of being a leader in a
  democracy, monarchy, or dictatorship in an
  creative format (pamphlet, interview, etc.)
• Students will complete a given activity sheet
  similar to the game Risk. Student will record
  both the positive and negative outcomes of their
  military actions.

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Government Websites

• The Presidents of the United States
• http//www.whitehouse.gov/history/presidents/index
  .html
• Bens Guide to the U.S. Government for Kids
  Branches of Government (grades 6-8)
• http//bensguide.gpo.gov/6-8/government/branches.h
  tml
• National Versus State Government
  http//bensguide.gpo.gov/6-8/government/index.html
  
• How Laws Are Made http//bensguide.gpo.gov/6-8/la
  wmaking/index.html
• State of Ohio Government
• http//ohio.gov/government.stm
• Life in the Oval Office
• http//www.whitehouse.gov/history/life/ovaloffice.
  html
• Kids World Government and Politics
• http//www.northvalley.net/kids/government.shtml

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Citizenship Rights and Responsibilities Activities

• Students will make an annotated timeline of the
  Constitutional Amendments that extended civil
  rights.
• Students will create bar graphs representing
  national polls of the presidential race at
  different points in the campaign. With each
  graph students will write a brief description of
  why they feel a certain candidate is ahead or
  behind (what event may have given one candidate a
  lead over the other).

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Citizenship Rights and Responsibilities
Activities, contd.

• Using the Electoral College Calculator students
  will experiment to see what combinations of
  states it takes to win a presidential election.
• Students will make a pros and cons chart
  comparing being a citizen in a democracy,
  monarchy, dictatorship.
• Students will participate in a mock election in
  which they will have to nominate candidates,
  register to vote, campaign for a party, and vote
  on Election Day.

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Citizenship Rights and Responsibilities Websites

• Kids Voting USA
• http//www.kidsvotingusa.org/
• Take Your Kids To Vote Middle School Age
  Students
• http//www.takeyourkidstovote.org/youth/middle.htm
  
• Kids Voting
• http//www.kidsvoting.org/
• Bens Guide to the U.S. Government for Kids
  Citizenship
• http//bensguide.gpo.gov/6-8/citizenship/index.htm
  l
• Election Process http//bensguide.gpo.gov/6-8/ele
  ction/index.html
• Electoral College Calculator
• http//www.archives.gov/federal_register/electoral
  _college/calculator.html

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Social Studies Skills and Methods Activities

• Students will complete a research project that
  includes a bibliography. The topics can vary, as
  several of these projects can be done throughout
  the year. Topics might include State History,
  Biography (for example Harriet Tubman, Franklin
  Delano Roosevelt, Abraham Lincoln)
• Within the context of a research project,
  students will learn about different resources and
  research methods. They will learn about
  periodicals, almanacs, and electronic sources
  among others.

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Social Studies Skills and Methods Activities,
contd.

• Students will participate in a debate. This will
  aid in their research skills since they will have
  to gather information. Plus, this activity will
  aid in their communication skills since they will
  have to support their view with evidence.
• Students will collect graphs (of any sort) from a
  variety of sources such as newspapers, magazines,
  or the internet. They will interpret these
  graphs and discuss whether or not the publisher
  may be bias toward the information in the graph.
• Utilizing websites (listed on the next slide),
  students will examine primary sources. They will
  learn about these sources and what constitutes a
  primary source.

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Social Studies Skills and Methods Websites

• Using Primary Sources on the Web
• http//www.lib.washington.edu/subject/History/RUSA
  /
• Primary Sources on the Web
• http//www.lib.berkeley.edu/TeachingLib/Guides/Pri
  marySourcesOnTheWeb.html
• Information Please Almanac
• http//www.infoplease.com/almanacs.html
• Fact Monster Almanac Search
• http//www.factmonster.com/almanacs.html
• Links to Online Gazetteer and Related Sites
• http//www.alexandria.ucsb.edu/gazetteer/dgie/DGIE
  _website/gaz_links.htm

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The End!

• ED 629
• Dr. Helms