Ohio 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

O:  Sort items from Ohio into groups (e.g., agriculture, industry, natural resources).

A:   Describe how one natural resource from Ohio benefits other states

Define agriculture as the process of growing crops and raising livestock for profit.

Recognize land, trees, minerals and water as some of Ohio’s natural resources.

Using a map of the United States, locate Ohio as being in a central location with access to waterways (e.g., Lake Erie, Ohio River).

Engage with images of Ohio agriculture, industry and nature

Which of Ohio’s industries do you think would be the most fun to be involved in? Use details from this week’s issue of Studies Weekly as part of your response.

Look on the Internet, check the ads in newspapers and ask your parents about the different industries in your area. Write a good paragraph about one of those industries. Tell what is made, where the industry is located and how that industry impacts your life and the lives of others in your community

Imagine that you are involved in one of Ohio’s industries. Write a journal entry describing what you think a typical day of work might be like. Use facts and details from this week’s issue of Studies Weekly to help you write the entry.

“Andrew Carnegie: And the Steel Industry” by Lewis K. Parker

“Food and Agriculture: How We Use the Land” by Louise Spilsbury

“Steel Town” by Jonah Winter

“State Shapes: Ohio” by Erin McHugh

“Conservation and Natural Resources” by Jacqueline A. Ball

http://www.ksre.ksu.edu/feldday/kids/

http://www.agfoundation.org/

http://www.youtube.com/watch?v=EHOkrOp7Xl

O: Identify Ohio as part of the Western region and name one characteristic of Ohio’s economy in the 1800s (e.g., timber, rich farmland, minerals).

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.

Students identify distinctive characteristics of each region by creating a tri-fold or poster and presenting this information during a classroom gallery walk. Have the class come back together to analyze similarities and differences within the regions.

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.

Prepare a poster board or large sheet of paper with a T-chart. Label one side of the T-chart “Ohio” and the other side “USA.” Provide students with similar charts. Read the first two paragraphs of the cover article with students. Guide students through the activity described in the second paragraph. If possible, project a map of Ohio with your town/city highlighted. Bring the class to an agreement on what region they should record on their charts. Continue to read the article, pausing to discuss the addition of landforms, vegetation and population. You may want to research local, state and national populations prior to the lesson

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://www.ohiohistory.org

http://regions.mrdonn.org

http://www.brainpop.com

www.scribblemaps.com

Students can construct a table or chart identifying various ways in which people have modified the environment of Ohio and the U.S. The charts could include positive and negative consequences associated with each modification.

Understand that immigrants first came to Ohio directly from European countries and later from countries in Africa and Asia.

Understand that migrating settlers moved into what is now Ohio from the Colonies and then States on the east coast.

Understand that different groups of people have lived in Ohio beginning with American Indians.

Engage with representations of various groups that have lived or are living now in Ohio.

Divide the class into groups representing American Indians, migrating settlers and immigrants. Have each group determine how they will use available resources (e.g., land, timber, water). Guide students to evaluate the impact of each decision on the other groups.

Why did enslaved people immigrate to Ohio during the 1800s? Do you think Ohio was the best place for escaping enslaved people to go, or should they have tried to go somewhere else? Explain your answer.

Write a paragraph that shows how life changed for African Americans in Ohio after World War I and World War II. Use details from this week’s issue of Studies Weekly to help you write your response

The Amish believe that having a simple and humble life is better than the busy life that many people in the rest of the country live. Do you agree or disagree with the Amish? Explain why.

If your family were to become Amish, what changes would you need to make around your house? Use details from this week’s issue of Studies Weekly to help you.

Think about the different groups of immigrants you read about this week (African, Asian and Hispanic). Which group do you think faced the biggest challenges in moving to Ohio? Explain why you chose the group you did.

“Let It Shine: Stories of Black Women Freedom Fighters” by Andrea Davis Pinkney

“If You Traveled on the Underground Railroad” by Ellen Levine

“A Kid’s Guide to African American History: More than 70 Activities” by Nancy I. Sanders

“African American Inventors” by Otha Richard Sullivan

“Jesse Owens: Fastest Man Alive” by Carole Boston Weatherford

“Amish Home” by Raymond Bial

“An Amish Year” by Richard Ammon

“Mist Over the Mountains: Appalachia and Its People” by Raymond Bial

“Pioneer Children of Appalachia” by Joan Anderson

“America’s Latinos: Their Rich History, Culture and Traditions” (A Proud Heritage–The Hispanic Library) by

Julie Amparno

“Tales Our Abuelitas Told: A Hispanic Folktale Collection” by F. Isabel Campoy and Alma Flor Ada

“Japanese Immigrants” by W. Scott Ingram

“Chinese Immigrants in America: An Interactive History Adventure” by Kelley Hunsicker

“The Journey of Yung Lee: From China to America” by Judith

“America’s Latinos: Their Rich History, Culture and Traditions” (A Proud Heritage–The Hispanic Library) by

Julie Amparno

“Tales Our Abuelitas Told: A Hispanic Folktale Collection” by F. Isabel Campoy and Alma Flor Ada

“Japanese Immigrants” by W. Scott Ingram

“Chinese Immigrants in America: An Interactive History Adventure” by Kelley Hunsicker

“The Journey of Yung Lee: From China to America” by Judith McCoy-Miller

http://www.census.gov/

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

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

http://www.ohiohistorycentral.org/w/African_Americans

http://edsitement.neh.gov/view_lesson_plan.asp?id=498

http://www.800padutch.com/atafaq.shtml

http://amishbuggy.tripod.com/index.htm

http://www.somaliohio.org/

http://www.ohiohistorycentral.org/entry.php?rec=3304

http://teachers.ausd.net/socialsci/immigration.html

O:  Identify different types of transportation that move people and products from Ohio to other locations within the United States

A:  Explain how Ohio’s transportation systems have influenced the movement of people.

Using a map of the United States, locate Ohio as being in a central location with access to waterways (e.g., lakes, rivers, canals), interstate highways and rail systems.

Identify the states bordering Ohio.

Engage with transportation maps of Ohio and the United States

Students create a travel brochure promoting various transportation systems in Ohio. Sections of the brochure can focus on early roads, canals, railroads, highways and air travel. The brochure includes an illustration and information about each transportation system, such as how people use it, when it was first used and if it is still in use today.

Students write an essay describing how transportation systems in Ohio continue to influence the movement of people, products and ideas in the United States, and the significance of Ohio’s location in the U.S.

“The Amazing Impossible Erie Canal” by Cheryl Harness

“The Erie Canal (Cornerstones of Freedom Second Series)” by R. Conrad Stein

“The Railroad (Inventions That Shaped the World)” by John R. Matthews

“Silver Ribbon Skinny: The Towpath Adventures of Skinny Nye, a Muleskinner on the Ohio and Erie Canal, 1884” by Marilyn Sequin

http://www.nps.gov/whmi/forteachers/upload/Section%2014%20Guide%20Appendix.pdf

Teacher posts a timeline that can remain in the classroom all year long. As people and events are studied, students add information, such as images, primary sources, annotations and other resources to the timeline.

O: Identify three events and the order they occurred in using a timeline.

A:   Using a timeline showing years, sequence a series of events in Ohio history

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

Construct timelines ordering significant events in Ohio and United States history. The timelines could be based on themes like transportation, industrialization, etc.

Think about the following jobs: astronomers, authors or travel agents. Which one of these jobs do you think would find timelines to be the most helpful? Explain why you chose the job you did.

Pretend you have just met someone who has never seen or used a timeline before. Explain to them what a timeline is and how timelines can be used. Remember to use proper spelling and grammar in your response.

“Illustrated Timeline of Space Exploration” (Visual Timelines in History) by Patricia Louise Wooster

“Under Ohio: The Story of Ohio’s Rocks and Fossils” by Charles Ferguson Barker

“An Illustrated Timeline of U.S. Presidents” (Visual Timelines in History) by Mary Englar

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

http://www.ohiohistory.org

http://sheg.stanford.edu/

http://www.history-timelines.org.uk/american-timelines/index.htm

http://www.infoplease.com/ipa/A0902416.html

http://www.history.org/media/timelineGame/

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.

7

“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

O:  Recognize that the American Revolution was about freedom for the colonists.

A:    Identify one reason the colonists fought in the American Revolution (e.g., taxes, govern themselves, freedom to live where they wanted).

Understand that the 13 colonies were under the rule of the British and wanted to have their own government.

Recognize a revolution as a conflict or war to change the government or laws under which people live.

Engage with images of American and British soldiers.

Engage with representations of life during the colonial period including colonists’ farmers, merchants and soldiers.

Divide the class into three groups representing the Northern, Middle and Southern colonies. Have each group identify the economic characteristics of the region and then explain why colonists would have found issue with British policies.

Identify students with relatives who have served in the U.S. armed forces. Invite veterans to the class to discuss the importance of the freedoms Americans have.

Have students examine the Declaration of Independence section that begins “When in the Course of human events…” and ends with “…Life, Liberty and the Pursuit of Happiness…” Then have the students examine the Preamble of the United States’ Constitution. Allow students to restate the ideas in these parts of the documents through class presentations, drawings, poems, collages, etc.

“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy

“Wives of the Signers: The Women behind the Declaration of Independence” by Harry Clinton Green

“George vs. George: The American Revolution as Seen from Both Sides” by Rosalyn Schanzer

“Struggle for a Continent: The French and Indian Wars: 1689-1763” by Betsy Maestro

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

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

http://www.archives.gov/exhibits/charters/charters_of_freedom_1.html

http://www.ducksters.com

http://www.wqed.org

http://www.teachnology.com

Ordinance

O:  Identify a state created by the Northwest Ordinance.

A:    Describe one right that the Northwest Ordinance incorporated (e.g., freedom of religion, a ban on slavery, trial by jury, Indians treated in good faith).

Understand that the Northwest Ordinance put in place protections including freedom of religion and trial by jury.

Understand that there is a process for territories to become states.

Locate the states created by the Northwest Ordinance on a map of the United States.

Engage with a map showing the Northwest Territory on a map of the US or North America.

Generate a cause and effect chart to explain some of the unresolved issues that led to the War of 1812. Begin with the arrival of the settlers in the Ohio territory and guide the class to review issues that resulted in the

French and Indian War, Revolutionary War, Northwest Ordinance, frontier wars, etc.

“What Caused the War of 1812?” by Sally Senzell Isaacs
“William Henry Harrison: Our Ninth President” by Ann Gaines

http://www.ourdocuments.gov/doc.php?flash=old&doc=8&page=transcript

http://docsteach.org/

http://www.brighthub.com

http://iagenweb.org

http://www.firstpeople.us

http://www.oplin.org

http://mrnussbaum.com

http://www.asailorslifeforme.org

As a class, generate a cause and effect chart to explain some of the unresolved issues that led to the War of 1812. Begin with the arrival of the settlers in the Ohio territory and guide the class to review issues that resulted in the French and Indian War, Revolutionary War, Northwest Ordinance, frontier wars, etc.

O:   Identify the groups who fought in the War of 1812.

A:  Identify a conflict that contributed to the War of 1812 (e.g., land, weapons, trade).

Understand that during the War of 1812 the British and American Indians joined forces against the United States of America.

Recognize that the war was fought both on land and on Lake Erie.

Engage with a map of Ohio showing locations and names of significant events and places from the War of 1812.

O:

A:

O: Identify a technological innovation that originated in Ohio.

A:  Identify a technological innovation that allows work or play after dark

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 that inventor made to solve it. Use facts and details from this week’s issue as part of your response.

You are a famous inventor! You have been trying to think of an amazing invention that will help your family solve a problem. What is the problem you need to solve? Write a good paragraph to describe your invention and how it will work.

Match inventions with their benefits.

Engage with images of inventions that originated in Ohio (e.g., light bulbs, traffic light, phonographs)

“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

https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S01_BC_L04_I06_01.pdf

http://www.oplin.org/famousohioans/inventors/puzzler.html

http://www.ohiohistorycentral.org/scrapbook-view.php?rec=135

http://www.oplin.org/famousohioans/inventors/reading.html

http://lib.oh.us/famousohioans/inventors/puzzler.html

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: Identify how citizens influence local and state government (e.g., vote, pay taxes, obey laws).

A: Identify ways to participate in and influence local, state and national government (e.g., run for office, leadership roles).

List ways citizens can work within groups to influence their government (i.e., sign a petition, protest, speak at events).

List ways citizens can work individually to influence their government (i.e., voting, letter writing, attending council meetings, donating to campaigns).

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

Define a right as a freedom that is protected, such as the right to free speech and religious freedom.

Define responsibility as a duty or something you should do, such as obey laws and follow rules.

Engage with classmates to influence the local government (e.g., write a letter to a council person, meet with a disability rights advocate).

“Voting (True Books: Civics)” by Sarah De Capua

“77 Creative Ways Kids Can Serve” by Sondra Clark

“Electing Leaders” (21st Century Skills Library: Citizens and Their Governments) by Tamra Orr

“The Kid’s Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference” by Barbara A. Lewis

http://www.serve.gov/lrlm.asp

http://powertochange.com/world/10ways/

http://www.gpnc.org/canada.htm

http://www.house.gov/representatives/find/ and

http://www.senate.gov/

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

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
“Ohio (Hello USA)” by Dottie Brown
“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

O:

A:

Write a paragraph about personal rights you would like to see included in the Constitution’s Bill of Rights. Include at least three suggestions or ideas and be sure to give reasons for each point. Make sure your suggestions would be fair to every citizen in our state.

Pretend you are a tour guide in the capitol building and are taking a group to visit all three branches of government. Write what you would tell the visitors about what each branch does and why it is important.

Which first amendment freedom do you think is the most important? Why?

Divide your class into five groups and assign each a different first amendment right or freedom discussed in the article. Provide each group with a small poster board. Direct students to read about their right or freedom as a group

“Ohio (Hello USA)” by Dottie Brown

“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

http://www.sheppardsoftware.com

O:  Describe the function of one of the branches of government (e.g., Congress/legislative makes laws).

A:  Compare two branches of government at the state or federal level

Define the job of the legislative branch is to create laws.

Define the job of the judicial branch is to interprets the laws.

Match the name of the branch with its function.

Engage with a graphic organizer that shows the three branches as part of the same government

Students work in small groups to research a branch of government in Ohio and the United States. They organize information to complete the appropriate section of a color-coded chart showing the responsibilities of all three branches. As each group presents its information, students complete the corresponding section of the chart.

Conduct a simple survey within your class, giving students a choice between three or four options (e.g., favorite sport, favorite meal of the day, number of siblings, age, etc.) and record responses on the board. Have students organize that information into two different charts. To add an extra challenge, introduce additional chart types not covered in this issue, such as a pie chart.

There are several careers that use research to learn about the past, including historian, archaeologist and geographer. Librarians and museum workers also conduct research to do their jobs. Name a job that uses a lot of research that you would like to have. Explain why you think that job is better than the rest.

Imagine that your research paper just won a prize. Write a short “acceptance speech” you might give. In your speech, explain how you did your research, what challenges you faced and how you beat those challenges.

“Giraffe Graphs” by Melissa Stewart

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

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

http://teachinghistory.org

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

http://www.ohiohistory.org/

http://sheg.stanford.edu/

http://www.kidsclick.org

http://www.coolmath-games.com

http://pbskids.org

O:

A:

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 that inventor made to solve it. Use facts and details from this week’s issue as part of your response.

You are a famous inventor! You have been trying to think of an amazing invention that will help your family solve a problem. What is the problem you need to solve? Write a good paragraph to describe your invention and how it will work.

“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

You of your friends are arguing about what to do with their allowance money. One of your friends wants to go to the movies. The other wants to open a savings account at the bank. Which friend do you agree with? Why?

Imagine that you won a cash prize of $500 in a contest, but with the rule that you weren’t allowed to spend any of the money on yourself. Explain how would you use the money to help other people?

Write about a time that you or someone you know got some extra money and had to spend it. Remember to use proper spelling and grammar in your response.

“Money Sense for Kids!” by Hollis Page Harman

“The Story of Money” by Betsy Maestro

“The Kids Guide to Money Cent$” by Keltie Thomas

http://www.newmoney.gov/newmoney/Inner-sidebar.aspx?id=5433&terms=design+your+own+bill

http://nces.ed.gov/nceskids/createagraph/default.aspx