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Ohios Academic Content Standards for Social Studies


Teacher will provide a list of potential areas the students might want to address. ... Students communicate this information using appropriate social studies ... – PowerPoint PPT presentation

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Title: Ohios Academic Content Standards for Social Studies

Ohios Academic Content Standards for Social
  • Resource Utilization Plan

Bob Kissel EDU 639 Winter 2002
Overview of Strands
  • History
  • People in Societies.
  • Geography
  • Economics
  • Government
  • Citizenship Rights and Responsibilities
  • Social Studies Skills and Methods

Objective Using materials drawn from the
diversity of human experience, students analyze
and interpret significant events, patterns, and
themes in the history of Ohio, the United States,
and world. Activities that follow will meet
these overall objectives within the context of a
specific secondary history lesson.
History Activities
World War II Personalities Working in groups,
students will compile political biographies of
the major leaders of World War II Roosevelt,
Churchill, Stalin, Hitler, Tojo, Chang Kai-shek
and Mussolini. After completing their
biography, a representative from each group will
represent his character during class lessons on
the war. Upon completion of the unit,
representatives will participate in a round table
discussion moderated by the teacher. Roundtable
will review unit by focusing on pre-war
objectives, war aims, agreements, and results of
History Activities
  • Alternate History
  • On December 12, 1931 Winston Churchill, former
    British Cabinet minister, was hit by a car while
    visiting in New York City. Severely injured, he
    contracted an infection, and died several days
  • As a review of unit on start of the Cold War,
    students will write a brief history of the world
    from 1932 to 1955 without Churchill. Some ideas
    to consider
  • British attitude toward Hitler before the War
  • Willingness of Britain to continue the war
    after the defeat of France
  • US attitude toward Germany
  • Outcome of Germany- Russian war
  • Impact of European war outcomes on US relations
    with Japan
  • World political situation in 1955.

History Activities
Shawnee History Working in groups, students will
research and report on history of the Shawnee in
Ohio. Individual groups will prepare reports on
Blue Jacket, Cornstalk, Tecumseh, the village of
Chillicothe, and white settlement of Shawnee
History Activities
  • Family Tree
  • Using discussions with your relatives, family
    records, and public sources compile a family tree
    for your family. Trace the genealogy back as far
    as you can.
  • Create a poster graphically showing your

Local History Group of students will visit local
historical society and report back to class on
resources available on local area.
US National Archives American Originals www.nara
.gov/exhall/originals/revolt.html Alternative
History www.members.aol.com/JCooper652/Histories/
index.html American Studies Crossroad Project
http//www.georgetown.edu/crossroads/ Today
in History lcweb2.loc.gov/ammem/today/today.html
Ohio Historical Society www.ohiohistory.org
People in Societies
Objective Students compare the perspectives,
practices, products and impact of cultural,
ethnic, and social groups to analyze the
implications of human commonality and diversity
for individuals and groups within local,
national, regional, and global settings. Activiti
es that follow will meet these overall objectives
as a supplemental activity within the context of
specific secondary social studies lesson plan.
People in Society Activities
  • Real TV
  • Pick your favorite TV comedy show. Write a paper
    comparing your life to the lives of the people on
    the show.
  • Answer the following question.
  • How does the world in the show compare to the
    world you live in?
  • Do people in your world behave the same way
    they do in the show?
  • Why are their differences between the two
  • What do you think makes the show funny?
  • Would it be funny if it was more like the real
  • Any other thoughts or ideas you have about the
    results of this project.

People in Society Activities
Oral History Students will interview a family
member or friend over the age of 60. They will
discuss their memories of their childhood,
schooling, and teenage years. Obtain their
opinions on the changes they have seen, and the
impact those changes have had on American life.
Students will then write a 2-3 page paper on
the results, and discuss how they feel about
what they learned.
People in Society Activities
Letter to Your Ancestor Based on the results of
their Family Tree project, students will write a
letter their earliest known ancestor, and explain
to him/her how the world has changed since their
Letter to Your Descendants Students will write
a letter their great grand children, telling them
how they think the childrens lives will be
different from their own. Teacher will provide
a list of potential areas the students might want
to address.
People in Society Activities
Cultural Study Working in groups, students will
study a historical or contemporary society from a
list provided by the teacher. They will then
construct a day in the life of a 16 year-old
member of that society including activities,
education, family, and future prospects and
hopes. Each group will then present their
findings to the class, and discuss their thoughts
on what they have learned.
People in Societies
Anthropology Virtual Library http//vlib.anthrot
ech Oral History www.ibiscom.com Mythology and
Folklore http//www.bulfinch.org/ Center for the
Study of Group Processes http//www.uiowa.edu/
grpproc Institute for the Study of American
Popular Culture http//www.americanpopularculture
Objective Students use a working knowledge of
geographic locations, patterns, and processes to
show the interrelationship between the physical
environment and human activity, and to explain
the interactions that occur in our increasingly
interdependent world. Activities will be
intended as supplemental activities in individual
social studies content courses, and will be
adapted to curriculum requirements.
Geography Activities
Why wasnt Athens Rome? 11th grade World History
Students, working in groups will analyze the
geography and history of ancient Greece, and the
early years of the Roman republic to determine
the effect that geography had on the development
of these two civilizations based on study sheet
supplied by the teacher. Following completion of
the first exercise, groups will be split into new
groups with representation of both civilizations.
Students will then compare and contrast the two
cases, and identify the impact of geography on
the paths and choices available.
Geography Activities
Save the World Working in groups, secondary
social studies students will investigate and
report on the requirements for delivering 100,000
tons of relief supplies to a specific disaster
site designated by the teacher. Teacher will
provide a profile of each relief plan specifying
what supplies and personnel must be delivered,
and genreal information on the capacity,
availability, and projected cost of resources
needed. Students will then calculate distances,
modes of transportation, and time requirements
for delivering the materials on site. Students
will prepare a poster showing routes and
timeframes for their relief plans.
Geography Activities
  • Where Does it Come From
  • Working in Groups, secondary social studies
    students will examine the clothing they are
    wearing, and identify the country where each item
    was produced.
  • The students will then
  • make a list of the countries
  • estimate how the goods were transported to the
  • estimate the mileage each item would have on its
  • total the miles for the group for comparison
    with other groups

Geography Activities
Global Warming Working in groups, secondary
social studies students will investigate the
issues relating to global warming and
climate. Teacher will assign different area of
the debate to groups, who will prepare a report
on the issues. Following completion of
individual group reports, students will assemble
into new groups formed by one representative of
each group. Students will report their results
to the new group, and each group will summarize
the findings, and suggest responses to the
concerns over global warming.
Geography Sites
U.S. Geological Survey http//info.er.usgs.gov/
Global Warming Central www.pace.edu/lawschool/env
/energy/globalwarming.html National Oceanic and
Atmospheric Agency http//www.noaa.gov/ Geograph
y World http//members.aol.com/bowermanb/101.html
Central Intelligence Agency World
Factbook http//www.cia.gov/cia/publications/fact
Objective Students acquire a working knowledge of
major economic concepts, issues, and systems in
order to develop economic reasoning skills used
to make informed choices as producers, consumers,
savers, investors, workers, and citizens in an
interdependent world. The following activities
are designed as supplemental familiarization
exercises for high school students in social
studies classes, and would be modified when
necessary to fit particular curriculum
Economics Activities
  • Income Requirements
  • Students will complete a brief analysis of income
    needs after completing their education based on
    their short term (5 year) and long term (more
    than 5 year) goals. They will prepare written
    responses for goals in the following
    Subsistence, Housing, Family, Transportation,
    Leisure and vacation preferences, hobbies, and
    other areas.
  • Students will prepare a table estimating
    minimum, comfortable, and room to spare annual
    income estimates in each category.
  • Following completion of the exercise, teacher
    will discuss types of expenses that should have
    been included in each category, and have students
    review and rebuild their estimates. Students will
    retain final products for later activities.

Economics Activities
Monthly Budget 1 Using the short term goals
identified in the previous activity, students
will prepare an estimated monthly budget for
their first year of independent
living. Following completion of the initial
budget, class will discuss the costs in each
budget category, and identify items and costs
that should have been included. Students will
then revise their budgets as necessary. After
being checked teacher, students will retain
Economics Activities
Monthly Budget 2 Using the long term goals
identified previously, and the completed short
term budget, students will estimate long term
monthly budget requirements based on their goals.
Budget will be completed for 10 year
increments. Following completion of the initial
budget, class will discuss the costs in each
budget category, and identify items and costs
that should have been included. Students will
then revise their budgets as necessary. Students
will then compare this budget to the short term
budget and highlight need for growth in annual
income. After being checked teacher, students
will retain budget.
Economics Activities
Income Survey Working in groups, students will
investigate carreer income potential of various
careers and trades. Each group will research and
report on individual segments. Following
completion of this activity, students will
compare this information with the individual
income requirements in their long term goals.
Stock Market Game Using the game rules and
information on the Indiana Council for Economic
Education web site, students will create a stock
portfolio and track its progress throughout the
Economic Geography faculty.washington.edu/krumme/
ebg1.html EconEd Link www.econedlink.org Federal
Reserve Bank of San Francisco www.frbsf.org/educa
tion/ Indiana Council for Economic
Education www.indianasms.com Wall Street Journal
Classroom Edition www.wsjclassroomedition.com/ind
Objective Using a working knowledge of the
purposes, structures, and functions of political
systems at the local, state, national, and
international levels, students understand that
people create systems of government as structures
of power and authority to provide order and
stability. Following activities are intended for
11th or 12th grade students in the required
government course
Government Activities
  • Vexation without Representation
  • Class will be divided into three groups
    teachers, parents, and school administrators.
    Each group will be given issue statements and
    personal profiles. They will prepare a statement
    for a school board meeting discussing the
    following issue
  • Should the school adopt uniforms for all
  • Teacher will represent the School Board at a mock
    Board Meeting. Decision will be deferred unless
    all three sides agree.
  • After the mock Board meeting, students discuss
    the following
  • views on the process
  • whose interests did the different groups
  • who best represented the students interests?

Government Activities
  • Progress of a Bill
  • Using the Internet, groups of students will track
    the progress of specific legislation (selected by
    the teacher), through the previous session of US
  • Students will compile
  • a description and analysis of the bill
  • an analysis of the pro and con positions on the
  • a history of the bill,
  • a timeline showing progress of the bill
  • an analysis of the reasons for the bills
    success or failure

Government Activities
  • Supreme Court Decision
  • Working in groups, students will research and
    report on a US Supreme Court decision issued in
    the last session. The report will include the
  • A description of the case that initiated the
  • A history of the appeals process and decisions
  • An analysis of the potential political or
    social impact of the issue
  • An analysis of the Courts decision, the votes
    of the justices, and its impact on past cases.

Government Activities
State Government Working in groups, students will
identify state agencies, courts, and state
sponsored activities in their area. They will
identify local offices, and prepare phone and
e-mail addresses for information about state
agencies. Results will be combined into a
contact list for future use.
State Government Working in groups, students will
identify local government agencies and their
area. They will list their functions, and
prepare phone and e-mail contact list for state
agencies for future use.
White House www.whitehouse.gov Thomas
(Congressional website) http//thomas.loc.gov
US Supreme Court www.supremecourtus.gov General
Accounting Office Reports on Line
http//www.gao.gov State of Ohio http//state.o
h.us Ohio municipalities www.oplin.lib.oh.us/prod

Citizenship Rights and Responsibilities
Objective Students demonstrate knowledge of the
rights and responsibilities of citizenship and
apply this knowledge to examine and evaluate
civic ideals and to participate in the American
democratic system. Following activities are
intended for 11th or 12th grade students in the
required government course or as supplements to
other secondary social studies courses
Citizenship Activities
  • Local government
  • Students will go to a meeting of your local city
    or township council. They will write a paper on
    what they observed, and their impressions of the
    meeting. The paper will include these questions.
  • How many council members are there, and how
    many were present for the meeting?
  • What issues were discussed?
  • Who addressed the meeting any why?
  • Should the issues discussed in the meeting have
    been decided by the state government in
  • Would you like to be a member of your local
    council? Why?
  • What other thoughts do you have about your

Citizenship Activities
  • Simulated Political Campaign
  • Students will research a current political issue.
    They will be divided into two groups, and
    provided with biographical fact sheets detailing
    their individual interest in the issue.
  • They will then plan and prepare a political
    campaign to support or defeat a state-wide ballot
    Issue on the subject for an upcoming election.
  • Functions will include, fundraising,
    endorsements, advertising, and getting out the
  • Teacher will stop activities at key points, judge
    progress, and simulate new conditions for future
    activities based on results to that point.

Citizenship Activities
  • Citizenship Test
  • Students will take the Immigration and
    Naturalization Citizenship test early in the
    school year. Teacher will use the test as a
    pre-test to help determine curriculum needs.
  • Following grading and return of the test,
    students will discuss the following issues
  • Does the test represent things a person should
    know before they are allowed to be citizens?
  • Should natural born citizens have to pass the
    test before they are allowed to register to

Citizenship Activities
  • Voting
  • Working in groups, students will compile
    information on voting habits of Americans and
    major demographic groups within the voting
    public. Students will prepare a brief
    presentation reflecting their results.
  • Following the presentation, students will
    reconvene groups, and prepare presentation on the
    following issues.
  • What do current voting patterns show about the
    attitude of Americans toward their government?
  • What can be done to increase voter
  • Should something be done to increase voter
  • Why?

Citizenship Rights and Responsibilities
INS US Citzenship Test http//citizenship.insexpe
rts.com/instest.htmcivicstest.htm Martin Luther
King Jr. Papers Project www.stanford.edu/group/Ki
ng League of Women Voters National www.lwv.org/
Rock the Vote www.rockthevote.org Common
Cause www.commoncause.org
Social Studies Skills and Methods
Objective Students demonstrate the ability to
research, organize, evaluate, synthesize, and
draw conclusions from information about social
studies issues. Students communicate this
information using appropriate social studies
terminology in oral, written, or multimedia form
and apply what they have learned to societal
issues in simulated or real world
settings. Activities that follow will meet these
overall objectives as supplemental activities
within the context of a specific secondary social
studies lesson..
Skills and Methods Activities
Translate the Federalist Papers Working in
groups, students will be given selected passages
of key Federalist Paper comments on the
Constitution. Students will use research and
existing understanding of American History to
translate the passages into current vernacular
English, including contemporary examples of
problems cited in the papers. Each group will
read their translation to rest of the class who
will briefly question and discuss the passage.
Skills and Methods Activities
  • Computer Impacts
  • Working in groups students will explore the
    impact of computers on the modern world. Groups
    will explore impacts on business, government,
    medicine, communication, and home entertainment,
    by comparing and contrasting current practices
    with those of the 1970s. Following the initial
    investigation, students will be regrouped with
    one representative of each group in the new
  • New groups will prepare and present a list of
    10 major impacts and the reason they consider
    it important.
  • Each group will also present a list of five new
    developments that may occur in the next 10

Skills and Methods Activities
Images Using internet resources, students will
explore government and commercial sites to obtain
satellite images of the earth, planets, and
stellar features or other scientific image sites.
Students will incorporate images into a computer
presentation. Groups will present their results
to the class, and class will vote to name five
coolest sites.
Skills and Methods Activities
Global Grocery List Project Utilizing the
internet, students will explore the Global
Grocery List Project web site. If feasible,
students will participate in the project of
sharing and comparing prices and availability of
goods and products with students from Third World
United Nations Working in groups, students will
compile a list of new nations entering the United
Nations in 10 year periods since founding.
Students will characterized the entries for each
period, and discuss what that tells them about
world political developments during that period.
Social Studies Skills and Methods
The Machine that Changed the World http//ei.cs.v
t.edu/history/TMTCTW.html Passport to
Knowledge passporttoknowledge.com/students.html G
lobal Grocery List Project landmark-project.com/g
gl The World Links for Development
(WorLD) www.worldbank.org/ Library of
Congress www.loc.gov
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