Illinois Social Studies – 4

O:  Identify physical characteristics on a map or globe (e.g., land, water, mountains).

A:   Describe different purposes of maps.

Understand that the scale on a map helps users determine true distance.

Identify the different features of maps that make them useful for different purposes.

Identify possible uses for maps or models (i.e., navigation, weather forecasting).

Locate different features on a map (e.g., land, water, and mountains).

Recognize that a map or model represents a real place.

Engage with different types of maps

Using Michigan and U.S. maps, students challenge each other by identifying a starting city and directions for another student to reach a destination. The student reading the map should end up at the correct destination by using the map scale and the cardinal and intermediate directions provided. Students also can describe the relative location of the end point to the starting point.

“Maps and Globes” by Jack Knowlton and Harrier Barton
“Me on the Map” by Joan Sweeney and Annette Cable

http://www.sheppardsoftware.com

www.futureme.com

in populations (e.g., ethnicity, race, religion, language).

O: Identify the results (negative and/or positive) of using tools to modify the environment (e.g., buildings, parking lots, water pipes, railroads, roads, bridges). And describe one way that Ohio’s population has become more diverse over time.

A:  Describe the positive and negative consequences of modifying the environment in Ohio.   And recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

Understand that the consequences of modifying the environment may be positive for some and negative for others.

Match the consequences – both positive and negative to a given modification (e.g., roads provide faster transportation but destroy animal habitats)

Recognize that modifications to the environment are physical changes to the environment created or caused by human actions.

Engage with representations of people modifying the environment using tools (i.e., shoveling, paving, bulldozing).

Understand that as the population in Ohio and United States increased, so did the number of cultural groups living in the state and country.

Understand that people migrating to Ohio brought unique cultures increasing cultural diversity in the state.

Recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

Define diversity as the existence of different characteristics within a group.

Use adaptive technologies to engage with examples of multiple languages spoken in Ohio.

“First People” by David C. King

“Wild Turkey, Tame Turkey” by Dorothy Hinshaw Patent and William Munoz

http://www.census.gov/

http://memory.loc.gov/ammem/index.html

http://www.oplin.org/point/

http://regions.mrdonn.org

http://www.brainpop.com

www.scribblemaps.com

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Identify a source of information as a primary or secondary source.

Identify features of secondary sources (written after the event, author summarizing events, author not present at event, refer to source information, describe primary sources).

Identify features of primary sources (author’s perspective using “I”, “we”; created at the time of the event; eyewitness account).

Engage with primary sources such as photographs, diary entries, or letters.

Engage with a biographical story of a historical figure from Ohio or US history.

Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).

Create historical narratives within the history strand content.

Students use electronic or print resources to research the physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Students search for information on manufacturing, the physical environment, economic development, etc. Students organize the information to complete a regional summary in the form of a chart or narrative for each region. Students can learn about the each of the regions by participating in a gallery walk.

Write their own personal history. Students research, organize and evaluate personal photos, documents and other primary and secondary sources to tell their story. Students can use various media to share their stories (e.g., graphic software, poster display, word processor, presentation tools). This same process can be applied to reconstruct historical narratives of events in Ohio and U.S. History.

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“Giraffe Graphs” by Melissa Stewart

“How to Write a Great Research Paper” by Book Builders and Beverly Chin

“Primary and Secondary Sources (Checkerboard Science Library Straight to the Source)” by John Hamilton

http://www.ohiohistoryday.org.

http://www.loc.gov/teachers/usingprimarysources/guides.html

http://sheg.stanford.edu/

http://serc.carleton.edu/introgeo/gallerywalk/how.html

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O:  Identify different ways that groups can make decisions (e.g., have a leader, vote, ask an adult).

A:  Identify why people might need to compromise

Understand that individuals have the right to different opinions and to express their opinions on a topic.

Recognize that citizens can influence their government as individuals or through organized groups.

Define compromise as reaching a decision with others that is mutually agreeable.

Engage in compromise with classmates

Use print or electronic resources to identify a state/national concern or issue and investigate the ways in which citizens can participate in and influence their government. Some things they can do now (letter writing, volunteering, communicating with officials) and some will come later (voting).

Through visual or performing arts (e.g., collages, posters, songs, role play) have students demonstrate an understanding of the individual rights and responsibilities of citizens in a democratic government.

Re-write the First Amendment in their own words or draw pictures explaining the meaning of the First Amendment.

Look into an issue that is on the ballot for their home area in the Fall or Spring elections. Then, have them create a chart showing reasons people are opposed to or in favor of the issue. Students can use the information to take a personal position and defend it.

Use a variety of graphs and polls to interpret and analyze data related to a public issue for accuracy and/or bias.

“Branches of Government: Government in Action” by John Hamilton

“The President and the Executive Branch” by Byron Giddens‑White

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O:  Identify the purpose of laws (e.g., rights, protection, order).

A:   Identify local, state and national laws that assign responsibilities to citizens (e.g., paying taxes, sitting on juries, issuing licenses).

Understand that laws also assign responsibilities (obligations) to citizens like paying taxes, serving on juries and obtaining licenses.

Understand a few of the benefits provided to citizens by laws such as providing order in daily life (e.g., traffic laws), protecting property (e.g., outlawing theft), providing public education (e.g., school laws), and protecting rights (e.g., freedom of speech).

Understand that the focus is on laws in general, not on distinguishing local from state from national laws.

Engage with classroom rules.

“How the U.S. Government Works” by Sly Sobel
“Social Studies Activities Kids Can’t Resist: 40 Sensational Activities for the Topics You Teach” by Dee Benscoter and Geri Harris

http://bensguide.gpo.gov/3-5/lawmaking/index.html

http://www.trumanlibrary.org

http://bensguide.gpo.gov

http://www.sheppardsoftware.com

http://www.congressforkids.net

http://www.kidsvotingoh.org

http://www.cccoe.net

http://www.teach-nology.com

http://www.oclre.org/

http://www.oclre.org/WeThePeople

http://www.ohiohistorycentral.org/index.php

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Why was Ohio an exciting place to live during the 19th century?

What do you think Thomas Edison meant when he said, “I have not failed; I’ve just found 10,000 ways that won’t work”?

What is a problem that you can see in your life? What sort of invention do you think might help solve that problem?

Think about the inventions you have read about this week. Which invention do you think has been the most important? Explain why you chose the invention you did.

Choose any inventor that you have read about this week. Explain the problem and describe the invention

“Garrett Augustus Morgan: Businessman, Inventor, Good Citizen” by Mary Oluonye

“Girls Think of Everything: Stories of Ingenious Inventions by Women” by Catherine Thimmesh

“The Inventions of Granville Woods: The Railroad Telegraph System and the ‘Third Rail’ (19th Century American Inventors)” by Holly Cefrey

“The Wright Brothers: First in Flight (Sterling Biographies)” by Tara Dixon-Engel and Mike Jackson

“Thomas Edison: Inventor With a Lot of Bright Ideas (Getting to Know the World’s Greatest Inventors & Scientists)” by Mike Venezia

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BC_L04_I06_01.pdf

https://www.youtube.com/watch?v=kN0SVBCJqLs

O:  Organize a division of labor for a given job (e.g., identify job responsibilities of students for cleaning the room at the end of the day).

A:  Describe a negative impact of not having a productive resource (e.g., having a citrus orchard and no one to pick the oranges).

Understand that people in Ohio have the resources to produce certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.

Recognize that people are human resources with differing skills and knowledge (i.e., managers, laborers).

Given a set of images or representations of resources, group them into natural, human or capital goods.

“The Silk Route: 7000 Miles of History” by John S. Major

“Stickmen’s Guide to Aircraft (Stickmen’s Guides to How Everything Works)” author John Farndon

“Steamboats: The Story of Lakers, Ferries, and Paddle-Wheelers” author Karl Zimmermann

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O:   Identify a present and future consequence of an individual’s choice (e.g., working provides money).

A:  Describe how an individual’s or government’s choice might affect the future (e.g., buy a more expensive

Engage with and discuss a story (possibly a fable or fairytale) that includes the main character making a choice with present (short term) and future (long term) consequences.

Discuss why you made a certain choice.

Define consequence as the result or effect of a choice.

Engage in making a choice.

Help students understand consequences by having them appropriately match economic choice scenario cards with consequences cards (these can be both positive and negative consequences). Then, have students match economic choice cards with cards that represent present consequences and future consequences.

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