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Ohio Social Studies Strands Project Grade Six Standards and Activities


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Title: Ohio Social Studies Strands Project Grade Six Standards and Activities

Ohio Social Studies Strands Project Grade Six
Standards and Activities
  • Tiffany Moore
  • Lori Siconolfi
  • October 21, 2004

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

History Activities
  • Students will create a timeline for Mexico. They
    will understand the chronology of the country
    from the ancient civilizations to the country
  • 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.

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.

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.

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
  • Documents in Military History
  • http//www.hillsdale.edu/oldacademics/history/war/
  • The History Place
  • http//www.historyplace.com/

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.

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.

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/

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

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.

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

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.

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.

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.

Economics Websites
  • Savings Bonds for Kids!
  • http//www.publicdebt.treas.gov/sav/savkids.htm
  • U.S. Department of Commerce Bureau of Economic
  • 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

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.

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

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.

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

Citizenship Rights and Responsibilities Activities
  • Students will make an annotated timeline of the
    Constitutional Amendments that extended civil
  • 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).

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.

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

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.

Social Studies Skills and Methods Activities,
  • 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.

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
  • 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

The End!
  • ED 629
  • Dr. Helms
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