Social Studies Technology Project - Grade 3

1. Social Studies TechnologyProject - Grade 3 Gretchen Jansen Jane-Anne Maple Tara Stephens

2. Introduction

3. Purpose of Social Studies • To learn what it means to be a human being in society. • To develop the ability to make informed and reasoned decisions for the public good. • To develop civic competence.

4. Rationale The third grade instructional model focuses on the attributes of communities. Communities of today and yesterday are examined, as well as communities near and far.

5. American Heritage

6. What makes us Americans? What common experiences, traditions and habits do we share? How have we been influenced by other cultures? How have we been shaped by the geography of the United States? How have we been shaped by the political and economic systems of the United States? American Heritage

7. Web Sites • http://www.muohio.edu/oralhistory/ Miami Valley Oral History Project • http://www.americanhistory.si.edu/hohr/springer/index.htm You Be The Historian • http://teacher.scholastic.com/histmyst/index.asp History Mystery

8. More Web Sites • http://www.ohiokids.org/games/ohv/indexhtml A Trek Through Time at Ohio Village • http://firstflight.open.ac.uk First Flight -- Wright Brothers

9. Activities • Interview local residents for an oral history of your community. • Research old newspapers and documents to see how your community has changed. • Develop a time line of local settlement based on your research and your oral history.

10. More Activities • Visit a local historical museum or restoration. • Draw maps of your community yesterday and today.

11. People In Societies

12. What are the different religious, racial and ethnic groups in the United States? How do we all come together to live as one society? How can we appreciate the contributions of each group? How do we learn to work together for the common good? People in Societies

13. Web Sites • http://www.activedayton.com/entertainment/music/cityfolk.html Cityfolk Festival • Http://mcweb.martin.k12.ky.us/hillsweb/ Hillsweb: Appalachia’s Magazine • http://www.kidlink.org/KIDPROJ/MCC/ Calendar-based menu of multicultural celebrations

14. More Web Sites • http://wwwald.bham.wednet.edu/museum/museum.htm Electronic Ellis Island: A Virtual Heritage Museum • http://teacher.scholastic.com/immigrat/index.htm Immigration - Stories of Yesterday and Today

15. Activities • Find out which cultural groups have settled in your local area and why. • Invite speakers from local cultural groups to discuss their heritage and why people from their group settled in the area. • Hold a cultural fair of the cultures in your local community.

16. More Activities • Attend a performance by a local cultural arts group. • Research the ways people in your community are the same and different.

17. World Interactions

18. How is Ohio’s history linked to other parts of the world? Is Ohio interdependent on other nations? How does Ohio compare with neighboring states? How does Ohio’s climate effect its vegetation and resources? What do maps tell us about an area we are looking at, and why is this useful? World Interactions

19. Web Sites • http://www.scholastic.com/dearamerica/postcard.htm • http://kids.infoplease.com/ipka/A0855261.html • http://www.mamalisa.com/world/ Dear America Kids’ Almanac Mama Lisa’s World

20. More Web Sites • http://ur.utenn.edu/ut2kids/maps/maps.html • http://www.lightspan.com/common/pages/linkout5.asp?loc=http%3A%2F%2Fgsh%2Elightspan%2Ecom%2Fproject%2Fgg%2Findex%2Ecfm&browserType=AOL&OSType=&browserVersion=5.0&_prod=GSH&disclaimerSize=50&disclaimerLoc=disclaimer5.asp&thisFrame=http%3A%2F%2Fwww%2Elightspan%2Ecom%2Fteacher%2Fpages%2Fprojects%2Fdefault%2Easp%3F%5Fprod%3DLS%26%5Fnav%3DT2%5Fproj&setInternal=True&returnTo=close Mapmaker, Mapmaker, Make Me a Map Geo Game

21. Activities • Students will illustrate the interdependence of countries. • Plan and conduct a class field trip to observe the actual make-up of two different communities. Then, have the students construct models of the communities.

22. More Activities • Identify environmental influences and how plants and animals are important to a traditional culture. Specifically with the Bering Sea Eskimo people. • Students will play, “Where in The World Is…” to become familiar with large or major land masses and rivers.

23. Even More Activities • Students will orienteer to learn how to read and use a map. • Students will locate various locations on a map using longitude and latitude.

24. Decision Making and Resources

25. What resources are necessary to produce a service or product? What is supply and demand, and how does it relate to the resources we use for a product? What are some pros and cons in regards to specializing in one product? How does being educated affect the ability to produce and buy goods? Decision Making and Resources

26. Web Sites • http://allowancenet.com/ • http://www.agedwards.com/bma/bma.fcgi? • http://www.kidsmoneycents.com/front.htm AllowanceNet Choose Your Guide Making Money Make Sense for Kids

27. More Web Sites • http://tqjunior.thinkquest.org/3901/ • http://www.cibc.com/smartstart/ Econopolis CIBC SmartStart

28. Activities • Have the students list their most critical needs in the hour or two between the time they wake-up and arrive at school. Then have the students discuss how they obtain these needs. Finally, have them note all possible ways of obtaining each need.

29. More Activities • Given a series of four economic activities, the student will select the item that lacks a common characteristic with the other three. Then he will write, in a complete sentence, what the characteristic is that the other three items have in common. • A “Shopping at the Market” simulation will be done to learn about money and purchasing power.

30. Even More Activities • Students will explore supply and demand and see how they relate to their everyday lives. • Students will study consumption and how poor decision making can affect who has what and how much they have.

31. Democratic Process

32. How can we, as a community, come together to assist the needs of society? How does the government go about setting up programs that promote order and security for our society? What is the purpose of local government and how does it affect us? How does the local government protect our rights, and promote peaceful resolutions to conflict? Democratic Processes

33. Web Sites • http://www.governmentguide.com/govsite/aol/80000/http://bensguide.gpo.gov • Click on 3-5 section of Ben Franklin’s kite • Click on National versus State Government • http://www.ci.dayton.oh.us/html/government.html Ben’s Guide to U.S. Government City Government: City of Dayton

34. More Web Sites • http://www.dare.com//D_KIDS/D_kids_Frame.htm • http://www.ncpc.org/ • http://www.ou.edu/oupd/kidsafe/startkid.htm D.A.R.E. Kids National Crime Prevention Council Resource Center Kid Safety on the Internet

35. Activities • Students will visit their local police station, and interact with McGruff the Crime Dog. They will learn about crime prevention, and peer pressure. • Students will visit their local fire station and discuss fire safety with a fireman. After returning to the classroom, each child will develop a fire escape plan for their home.

36. More Activities • Students will visit their local Town Council meeting, and participate in a discussion of how the local government works.

37. Even More Activities • Students will discuss the importance of a neighborhood watch program, and discuss where the “safe places” are in the community. • Students, after reviewing the internet site on internet safety provided by the Department of Public Safety, will write how they will safely use the internet.

38. Citizenship Rights and Responsibilities

39. How does the Bill of rights affect us? What are good traits of a citizen? How can we demonstrate being a good citizen? How can we effect our community that we live in? Why is it important for us to follow specific rules and regulations? How can we promote fairness? Citizenship Rights and Responsibilities

40. Web Sites • http://www.governmentguide.com/govsite/aol/80000/http://bensguide.gpo.gov • Click on 3-5 section of Ben Franklin’s kite • Click on citizenship • http://teacher.scholastic.com/barrier/home.htm Ben’s Guide to U.S. Government Breaking the Color Barrier

41. BILL OF RIGHTS Web Site / Activity Bill of Rights in Action • http://www.gateway-va.com/pages/special/nie/lesson2a.htm • Students will copy and fill in the chart relating to the Bill of Rights found on the web page, using the local newspaper. Students will gain an understanding of how the Bill of Rights still relates today. • Students will pick one article they found and respond to the questions found on the Bill of Rights in Action worksheet. (Link found at bottom of web site.)

42. RESPECT COMPASSION COURAGE HONESTY RESPONSIBILITY Web Site / Activity • http://www.education-world.com/a_curr/curr008.shtml • After reading the five citizenship themes found on the web page, students will click on “Activities for students in grades 2 and 3”. The students will write out appropriate responses to the short stories. Teaching Citizenship’s Five Themes

43. Web Site / Activity • http://yucca.forest.net/whootie/FMPro?-db=whootie2&-lay=weblay&-format=choose.htm&-view • The students will write a true story exemplifying at least one attribute that makes them a good citizen and a caring person. Children’s Stories

44. Activities • The classroom will adopt one mile of the Great Miami River, and will clean that area during the River Corridor Cleanup. • The students will pick one citizen of their town that is unable to get around easily, and find things they can do to help their neighbor. Students will write an essay telling how they helped that person.

45. Conclusion We have found that the internet provides many resources for both the student, and for the teacher. We have learned that not only can we bring things from the internet to our students, but we can send the students to the internet to investigate appropriate web pages. We have learned how to successfully search for a specific topic on the internet, and how to effectively use the information found to set up interesting activities for students.

46. Conclusion Continued We have a greater understanding of the Ohio Department of Education Social Studies Model, and how to utilize the information to create lessons and activities for our students. We lastly have learned how to put together a Power Point presentation, and how useful it will be to us as teachers.