Ed 417 PowerPoint Social Studies Grades 3-5



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Date30.01.2017
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  • Brooke Beam
  • Jennifer Magsaysay
  • Rick Rowland
  • Social Studies
  • Grades 3-5
  • INTRODUCTION
  • The goal and objective of this presentation is to find activities relevant for elementary social studies curriculum. Through these activities the students will learn what it is to be a contributing, productive member of society. They will learn about various people, places, and events from Ohio, the United States, and the world.

American Heritage

  • American Heritage
  • People in Societies
  • World Interactions
  • Decision Making and Resources
  • Democratic Processes
  • Citizenship Rights and Responsibilities
  • Six Different Strands:

American Heritage

  • How did we become unique?
  • Cultures

Web Sites

  • http://www.umn.edu/ihrc
  • http://www.msstate.edu/Archives/History/index.html
  • http://history.cc.ukans.edu/history/
  • http://www.dol.gov/dol/asp/public/programs/history/main.htm
  • http://www.ncss.org/online

Activities

  • Group state events by broadly defined historical eras and place in the proper sequence in a time line with evenly spaced intervals for years, decades, and/or centuries.
  • Identify significant individuals and events in state history and explain their importance.
  • Explore sources of information about Ohio history.
  • More Activities
  • Discuss various cultures from around the world and have students identify ways in which each cultures has their unique qualities.
  • Discuss the immigration of other cultures into America and how those people had to adapt to our society.

Differences

  • Differences
  • Learn from each other
  • Common good
  • People in Societies

Web Sites

  • http://www.lam.mus.ca.us/webmuseums
  • http://www.cs.cmu.edu/afs/cs.cmu.edu/user/clamen/misc/Canadiana/README.html
  • http://us.imdb.org/Movies/credits.html
  • http://festivals.com/cgi-shl/dbml.exe?Template=/festivals/homepage
  • http://curry.edschool.virginia.edu/curry/projects/HalBurbach

Identify various cultural groups that have settled in Ohio

  • Identify various cultural groups that have settled in Ohio
  • Examine the contributions of people of various cultural groups to Ohio’s development
  • Indicate on a map where various cultural groups have settled in Ohio
  • Activities
  • More Activities
  • Discuss various customs of different cultural groups and perform a skit or play depicting those customs.
  • Divide class into groups and have each group research one of Ohio’s ethnic groups and report their findings to the class.

Other countries

  • Other countries
  • Contact
  • Relationships
  • Intentional and unintentional
  • World Interactions

Web Sites

  • http://www.frw.ruu.nl/nicegeo.html
  • http://wings.buffalo.edu/geoweb/
  • http://www.lonelyplanet.com.au/lp.htm
  • http://www.npac.syr.edu/textbook/kidsweb/geography.html
  • http://pubweb.parc.xerox.com/map

Activities

  • Demonstrate the relationship between historical events in Ohio, the nation, and the world
  • Describe the location of Ohio relative to other states, nations, and physical features of the world
  • Recognize that the government of Ohio deals with governments of other nations
  • More Activities
  • Make the United States out of cookies shaped like individual states. Include major landmarks on the cookies such as rivers, mountains, state capitals.
  • Students will research individual states,locate 5 to 10 facts about that state, then the class will compile a book of facts about the United States..

Decisions

  • Decision Making
  • and Resources

Web Sites

  • http://ecedweb.unomaha.edu/
  • http://www.ncsa.uiuc.edu/edu/RSE/RSEyellow/gnb.html
  • http://www.landmark-project.com/eco-market/
  • http://edcen.ehhs.cmich.edu/ins/jun/
  • http://www.cochran.com/

Activities

  • Identify resources needed to produce a good or service and classify each resource by the factors of production.
  • Match each factor of production with the payment received.
  • Describe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved.
  • More Activities
  • Using a large outline of Ohio and symbols for products produced in Ohio, match the product to the area in which it was produced.
  • Given various resources (string, paper plates, Styrofoam cups, cottonballs etc..) students will create their own product and sell it to the class.

Democratic Processes

  • Democratic Society
  • Governments purpose
  • Accomplish-ments

Web Sites

  • http://www.piperinfo.com/
  • http://bizserve.com/statepages.html
  • http://www.findlaw.com/
  • http://www.law.cornell.edu/
  • http://www.whitehouse.gov/WH/Welcome.html

Identify the purposes of state government.

  • Identify the purposes of state government.
  • Link examples of governmental actions with the purposes of state government.
  • Explain the basic function of each branch of local and state government.
  • Activities
  • More Activities
  • Identify people, past or present, who belong to each branch of government.
  • Set up a class government depicting the three branches. Discuss the various jobs and make decisions regarding class actions.

Citizenship Rights and Responsibilities

  • Adult
  • Working together
  • Involvement
  • Society

http://kidsvotingusa.org/

  • http://kidsvotingusa.org/
  • http://www.usia.gov/education/cbyex.htm
  • http://www.cpn.org/
  • http://www.citizen.org/
  • http://www.vote-smart.org/other/participate.html
  • Web Sites

Activities

  • Differentiate between facts and opinions
  • Discuss issues facing local and state governments
  • Assume leadership roles and reflect dispositions that will enhance the learner’s effectiveness in addressing public issues.
  • More Activities
  • Discuss the characteristics of a good citizen. Write an essay on good citizenship.
  • Class debate on issues concerning the school or the class that the students find meaningful.
  • CONCLUSION
  • The purpose of this assignment was to find activities to use in elementary Social Studies lessons to help students understand the six strands. Through these activities they will have a better understanding of their local community, their state, their nation, and the world. Hopefully the students will not only increase their factual knowledge of social studies, but also how to apply what they have learned to real world situations.
  • The End


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