Ohio Social Studies – 5

O:  Recognize the difference between man-made and natural features on a map.

A:  Use a map and map tools (e.g., legend, alphanumeric grid lines) to navigate from one place to another.

Identify possible uses for maps or models (ie, building exits, navigation, weather forecast).

Recognize that a map or model represents a real place.

Engage with a representation of the classroom.

Students work in groups to create a set of questions for their classmates to complete using a given map or maps (e.g., physical features, population density, economic activity, political, climate). Questions should encourage students to use the different features of the map to draw conclusions about people, places and the environment. Possible answers can be discussed in groups or as a class.

Pretend to be a cartographer and create a map of a fake country. On their map they should include a compass, map key, legend, longitude and latitude lines. They could also add features from a political map such as cities and popular locations, and/or features from a physical map such as lakes, rivers, mountains, etc.

“Ox Cart Man” by Donald Hall

“The Family with Many Colors” by Emma L.W. Thomas

www.nationalgeographic.com

http://www.pbs.org/wgbh/nova/longitude/find.html

O: Identify locations of colder climates on a globe (e.g., closer to the North Pole is colder than Ohio; arctic vs. tropical).

A:   Describe the differences in climate for locations near the Arctic Circle and the equator.

Use manipulatives or illustrations to create circles around a sphere (i.e. put a string(s) around a Styrofoam ball, use a marker to draw circles around a ball).

Engage with a sphere as a representation of the earth.

Research and compare the climates of two different cities with different latitudes. Have students draw conclusions about why climates differ at different latitudes. Discuss the relationship between distances north and south of the equator and their climates

“Ox Cart Man” by Donald Hall

“The Family with Many Colors” by Emma L.W. Thomas

www.nationalgeographic.com

http://www.pbs.org/wgbh/nova/longitude/find.html

O and A:   Name the region and identify the climate and landforms.

A:   Compare different regions of the United States related to landforms, climate or population.

Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces

Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region.

O:   Name the region and identify the climate and landforms.

A:  Compare this region of the United States with previous regions studied related to landforms, climate or population.

O:  Name the region and identify the climate and landforms.

A:  Compare this region of the United States with previous regions studied related to landforms, climate or population.

O:   Identify one way the physical environment influences human activity and one way that human activity modifies the physical environment.

A:  Identify both positive and negative outcomes of a man-made physical environmental change occurring within the Western Hemisphere.

Identify features of the natural environment that exists outside of the school.

Actively engage with the natural environment outside of the school.

Identify examples of how human activities have modified the environment by sorting pictures or other representations.

Identify features of the natural environment that exists outside of the school.

Actively engage with the natural environment outside of the school.

O: Compare similarities of two cultural groups based on their geographic regions (e.g., North, South,

A:   Compare life today and life in the past in Western Hemisphere civilizations (e.g., farming, government, use of language, recreation/games) Central America).

Define cultural group as a group of peoples living in a geographic region (i.e., plains, woodlands) that have similar cultural practices (i.e., hunting and gathering, farming).

Identify regional cultural groups of American Indians living in the Western Hemisphere prior to European colonization.

Discuss a map of American Indian cultural groups in the Western Hemisphere prior to European colonization.

Define cultural group as a group of peoples living in a geographic region (i.e., plains, woodlands) that have similar cultural practices (i.e., hunting and gathering, farming).

Identify regional cultural groups of American Indians living in the Western Hemisphere prior to European colonization.

O:  Identify environmental and economic reasons why people move from one place to another.

A:  Identify political factors involved in moving from place to place within the Western Hemisphere (e.g., citizen rights, political leadership).

Discuss environmental factors that might influence people to move (i.e., drought, flooding, pollution).

Engage with individuals within school or community who have immigrated or migrated into the local community.

“A Killing in Plymouth Colony” by Carol Otis Hurst and Rebecca Otis, 2003

“1607: a New Look at Jamestown by Karen E. Lange, 2007

“Africans in America, 1619-1865” by Kay Melchisedech Olson, 2003

“Roanoke: the Lost Colony: an Unsolved Mystery from History” by Jane Yolen, 2003

O:

A:

Identify cultural practices of class members and their families.

Define culture as the common practices and beliefs of a group of people.

Create a collage (physical or electronic) of objects representing the artistic expression, language, religion and food of a specific culture in the Western Hemisphere. As collages are presented to classmates, guide students in a discussion about cultural diversity. Engage with representations of art or music from different cultural groups.

Topic

O:  Define B.C.E. and C.E.

A:   Create a B.C.E. and C.E. timeline of events within a given time period.

Recognize C.E. and B.C.E. on a timeline of historic events in the Western Hemisphere.

Define B.C.E. as “before the common era” which includes events that happened in the world before the year 1.

Define C.E. as the “common era” which includes events that happened in the world after the year 1.

Understand that events happen in order (first, second, third) using a classroom schedule.

Engage with a timeline that includes positive and negative numbers.

Engage with a ruler/yardstick to understand beginning, middle, end.

When introducing multiple-tier timelines, have students create a multiple-tier timeline covering their life since their birth that includes events that occurred at the local, state and national levels. Have students identify relationships among local, state and national events and their lives.

Have students use biographies of famous people to create multiple-tier timelines that compare events in the biography with world events. Challenge students to think about how world events may have impacted or been impacted by the actions of the famous people read about.

“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001

“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001

“Kids During the Age of Exploration” by Cynthia MacGregor, 1999

http://www.kidinfo.com/american_history/explorers.html

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

http://worldhistory.pppst.com/explorers.html

Topic

O:   Identify similarities between life today and life in the past (e.g., farming, government, use of language, recreation/games)

A:

•   A two-to-four- minute infomercial of that civilization.

A museum exhibit of their civilization. Museum exhibits might be physical (e.g., posters, illustrations, models) or virtual using electronic media tools (e.g., slide show, Glogster or other online formats).

“The Very First Americans” by Cara Ashrose

“The Navajo” (True Books: American Indians) by Andrew Santella

“Native American History for Kids” by Karen Bush Gibson

“Children of the Longhouse” by Joseph Bruchac

Topic

O:  Identify or recognize different groups that explored and colonized America.

A:  Make connections between colonization and life today (e.g., place names, foods, language, traditions).

Label a map with continents and oceans. Locate Europe and the approximate areas in North and South America that Europeans explored and colonized.

Recognize that the Atlantic Ocean separates Europe and North and South America.

Engage with a map that shows the Western and Eastern Hemispheres with continents labelled.

Create a living history museum where students dress as European explorers or early colonists and describe how their country influenced and contributed to the culture, language and economy of the Western Hemisphere today.

OR

Have students create scrapbooks (either paper or electronic) documenting lasting effects of European colonization in the Western Hemisphere (e.g., images of architecture; maps with place names; descriptions of governments, festivals, celebrations, holidays, traditional foods).

“Henry the Navigator: Prince of Portuguese Exploration” (In the Footsteps of Explorers) by Lisa Ariganello

“¿Quién fue Fernando de Magallanes? /Who Was Ferdinand Magellan?” (Quién Fue?/ Who Was?) (Spanish Edition) by Sydelle Cramer

“The Discovery of the Americas”, by Betsy & Guilio Maestro

“The Sea King: Sir Francis Drake & His Times”, by Albert Marrin

“Beyond the Sea of Ice: The Voyages of Henry Hudson”, by Joan Elizabeth Goodman

Topic

O:  Describe how a world culture (Asian, Latino, Indian) has influenced the cultural diversity of the U.S.

A:  Identify patterns of influence of two or more world cultures on diversity within the U.S.

Identify cultural practices of class members and their families.

Define culture as the common practices and beliefs of a group of people.

Create a collage (physical or electronic) of objects representing the artistic expression, language, religion and food of a specific culture in the Western Hemisphere. As collages are presented to classmates, guide students in a discussion about cultural diversity. Engage with representations of art or music from different cultural groups.

“Turn Right at Machu Picchu: Rediscovering the Lost City One Step at a Time” by Mark Adams

“The Complete Book of Origami” by Robert J. Lang

O:   Identify information from two accurate data sources to locate information on current local, state, national events/issues (e.g., websites, maps, graphs, tables, infographics, images, periodicals, news reports).

A:  Compare two accurate sources of information to locate information on current local, state, and national events/issues.

Gather information on the same event from two sources and look for similarities and differences in how the event is described.

Identify the purposes of news sources and the type of information they provide (i.e., national network news, cable news station, local nightly news, local website with a calendar of events, sports news magazine).

Students can be assigned to research and present opposing points of view on a public issue, using technology to present to the class and demonstrating their findings graphically.

Engage with local sources of news (e.g., local paper, television news broadcast, town website).

“Yertle the Turtle” by Dr. Seuss

“Oh, Freedom! Kids Talk About the Civil Rights Movement with the People Who Made it Happen” by Casey King

“The Life and Words of Martin Luther, King, Jr.” by Ira Peck “Citizenship” by Louis Raatma

”Declaring Freedom: A Look at the Declaration of Independence, the Bill of Rights, and the Constitution” by Gwenyth Swain

“Nosotros La Gente: Las citas presidenciales y documentos claves” Kindle Edition by Day Williams

“We the People: The Constitution of the United States of America” by Peter Spier

www.cia.gov

O:  Recognize characteristics of a democracy

A: Compare two of the three types of government.

Have students create a graphic organizer comparing government categories. Students should describe the relationship between those in power and citizens, and then provide examples of each type of government.

Engage with common images of elected officials (i.e., campaigning for office), dictator (i.e., reviewing military or dressed in military uniform), and monarchs (i.e., wearing crown, with royal family).

O:  Interpret information displayed in a simple circle graph

A:  Create a simple circle graph that displays basic data (e.g., circle graph representing slices of pizza).

Understand that segments of data or “slices” on circle graphs or pie charts represent parts of a whole.

Identify the title and key on a circle _

Identify circle graphs as visually different from other graphs including bar and line graphs.

Engage with different types of graphs

When introducing circle graphs, have students brainstorm a list of topics, possibly student favorites, to display (e.g., poll students in the class for their favorite ice cream flavors then ask them to create a circle graph that represents the preferences of the class).

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.

O:  Construct a scenario in which you trade something you have for something you want.

A:   Identify a local community’s productive resources that can be used to trade for something that benefits the community (e.g., give money for land to build a park).

Define productive resources as the basic factors of production:

o natural resources are things like land, trees

o human resources are available labor and skills

o capital goods are man-made physical resources such as tools, factories

Engage in a trade with a classmate or teacher

To introduce new vocabulary related to productive resources, provide students with objects or pictures and have them categorize whether each is a human resource, capital good or natural resource. Connect to specialization by asking students to brainstorm products that could be made with each object. Then, have students look at the objects/pictures that other students have and discuss what products might be traded.

“Earth’s Natural Resources” by Amy Bauman

“DK Eyewitness Books: Energy” by Dan Green

“Water Pollution” by Rhonda Lucas Donald

“Oil Spill!: Disaster in the Gulf of Mexico” by Elaine Landau

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

O:

A:

O:  Identify a specialized good or service available in the local community that can be traded for goods/services needed in the community.

A: Explain why certain goods are produced in certain places (e.g., climate, available resources).

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

Separate representations of goods supplied by the cafeteria and school store (or other sources) from goods that are not supplied by the cafeteria or school store. representations of suppliers.

Engage with representations of goods available in the school cafeteria.

Provide students with data on the major imports and exports of North America and South America. Data can be generalized by region or specific to the most prominent trading countries. Have students create illustrations, either on paper or electronically, to show the flow of products from country to country or region to region. Illustrations could be drawn on maps or created using graphics software.

O:  Identify skills/knowledge needed for a specific job.

A:  Compare skills and abilities needed for various jobs.

Recognize that workers with specialized skills or knowledge may have a higher income.

Understand that people with disabilities have the right to request accommodations from employers. Engage with stories of people learning to do new jobs.

Discuss jobs or careers in which students are interested.

Engage with representations of people doing different jobs.

Have students draw conclusions from economic data. Provide students with data on average income and expected level of educational achievement for selected occupations. Encourage students to compare education and potential income using critical thinking questions. Ask students to draw at least three conclusions from their data to share with their classmates.