Ohio’s Model Competency Based Program

Created by:

Stacey CollierJulie Daniel

Michelle Hoskinson

Rationale- Students will have a better understandingof life in a community by studying the third grade social studies strands.

Goal- After studying the social studies strands, the studentswill gain a better understanding of what it means to be apositive member of a community.

1) The learner will be aware of the changes between past and present communities.2) The learner will develop and understanding of the various age, ethnic and religious groups in society.3) The learner will develop basic map skills and be able to show proficiency.4) The learner will demonstrate a concern for the Earth’s limited resources.5) The learner will be an active participant in bringing about peaceful conflict resolution.6) The learner will use numerous sources for obtaining information on local issues (ex. T.V., newspapers, etc)

The learner will1. Measure time by years, decades and centuries2. Explore local historical developments a. group events into broadly defined eras b. place a series of events in the proper sequence on a time line c. create or examine a time line to raise questions about possible cause and effect relationships d. compare local historical events with events in other regional communities at the same time3. Investigate narratives and/or documents a. identify the author or source b. identify the perspective of the author

c. suggest a purpose for the narrative or document4. Explore sources of information about local history a. compare “first person” narratives about events in local history b. explain the significance of selected individuals c. interview local people about what community life was like “in the past” and compare with other sources of information d. examine local history documents, sites, and artifacts and formulate questions for further investigation5. Investigate the influence of geography on the history of the local community 6. Observe and record changes in the community

www.ncss.org/standards/positions/elementary.html Students can create a timeline of facts and occurrencesfrom one genre of their local historical heritage such as George Rodgers Clark Park or Clifton Gorgewww.atlapedia.com/ Students can use this site to find information about thepeople and history of their community and of differentcountries of the world.www.costumes.org/ The students can research the different costumes thatwere worn during a specific time period. The studentscould then design costumes of their own.

www.cr.nps.gov/colherit.htm By using the clues, students can figure out where thenational parks are located. An extension activity wouldhave the students choose one parks and study the effectsthat it has/had on the surrounding community.

http://rs6..loc.gov/ammem/alhtml/almtime.html Here the students can read a timeline of historical eventsduring Abraham Lincoln’s presidency. Then studentscan click on links to read about the EmancipationProclamation.

The learner will1. Describe the various cultural groups that have settled intothe local community and plot on a map their settlement patterns2. Determine why various cultural groups settled where theydid in the local community3. Recognize the diverse nature of society by identifying anddescribing the characteristics of different groups of peoplein the community

www.kron.com/specials/blackhistory/dubois.html After researching famous black Americans on this site,students can interview local people who are familiar withsome of the famous Americans. Students would ask thelocals how they and their community were affected.

www.familytreemaker.com With help from this site, students can research their families to complete their family trees. Students couldthen interview their oldest living relative to find out theirfamily settlement patterns and significance in thecommunity.

www.americanfolk.com Students can interview a local person to understand what life was like during a specific time period.

www.indian-trail-caverns.com/ The students can learn about the people that lived at IndianTrail Caverns before the last glacier flow of the region. Students would study artifacts found at the site and the geologic land forms before taking a trip to tour the site andactually view what they studied.

www.shakerwssg.org/fort_ancient_hopewell_native_ame.htm The students can research the Hopewell Native AmericanIndians who built Fort Ancient over two thousand years ago.They would research the “fort” itself which was most likely built for sacred/ceremonial purposes. After research andreports, the class could take a trip to the fort and hike the trails and observe the artifacts.

The learner will1. Develop map skills a. use cardinal and intermediate directions to describe the relative locations of places b. use directions and direction indicators on maps of the community, state and country c. locate physical and human features on a map that has a number/letter grid reference system d. use a liner scale to measure distance between places e. compare maps of the same area using different scales and draw conclusions about their usefulness for different purposes

2. Compare maps showing local communities, speculate as tothe physical and human attributes which may have affectedtheir location, and chart the most common attributes3. Use maps and globes to point out the location of the community, state, country, and continent relative to otherplaces4. Cite examples of how different cultures satisfy wantsthrough the consumption of goods and services and their use of resources5. Locate on national and world maps, areas which provideresources to Ohio and areas which receive resources fromOhio and consider how resources are moved from place to place

6. Compare communities of selected cultures around theworld with the student’s community7. Explore the concept of region by using a map to illustrate the boundaries of a neighborhood and suggestinghow it might be defined

www.mapquest.com/ Students can use this site to get directions to localdestinations. Next, they can use the given directions andmap to draw their own maps. The students’ maps willinclude local community landmarks.

www.usgs.gov/education/teacher/what-do-maps-show/WDMSZ.html I could use this site to teach students the basic map skillsthat they need to know to read a map. Then we couldlook at local and world maps and use the map skills tolocate different places.

www.indo.com/distance// Students can utilize their knowledge of basic mapskills to find out the relative distance between their local community/state to other places on the globe. This web site allows students to enter in two locations and get the correct distance to compare with their calculations.

www.ed.gov/pubs/parents/Geography/place.html#home Students will read this web page about the physical and human characteristics of places. Next they will analyzethe characteristics of their community and draw a map highlighting those important characteristics.

www.smucker.com/ The J.M. Smucker Company was Ohio’s 1999 exporter of the year. At this site students can learn the history of the Smuckers Company. They could then write letters to the company inquiring about the import and export process.

The learner will1. Categorize economic activities as examples of productionor consumption2. Select a good and suggest the land and labor resources necessary for its production3. Itemize the costs and benefits of alternative consumerchoices and determine the opportunity costs4. Identify different forms of money and recognize that money is used to purchase goods and services, or to save5. Suggest why people save money6. Identify goods and services provided by local governmentand how people use them

www.conway.com/oh/9708/southeas.htm Students will use the information from this web site to studythe coal economy of southeast Ohio. From the information, students should be able to identify, the land and labor resources necessary for coal production.

www.key.com/templates/t-ps3.jhtml?nodelD=H-1.81 At this site students can learn about savings accounts andhow they work. Students can take a poll of the school andtheir families to find out the best reason why people save money.

www2.umdnj.edu/spsweb/index.htm The students will purchase items from a mock grocery store. The money used will be earned as tokens for schoolachievements. By this, the students will be aware of the costof groceries and other items.www.bham.wednet.edu/soccont.htm The students will clean up the school yard and surroundingarea looking for ways to preserve their resources.www.ed.gov/free/s-social.html Students will begin a recycling center at school by learning how from the local recycling center. They willlearn how to reduce, recycle and reuse resources.

The learner will1. Identify the purpose of local government a. promote order and security b. control the distribution of benefits and burdens of society c. provide means of peaceful conflict resolution d. protect rights of the individual e. promote the common welfare2. Link examples of governmental actions with the purposesof local government3. Examine current issues and determine when his/her interests and the public good are involved4. Discuss how a community group can organize to addressthe public good

http://members.cruzio.com/~hoax1950/KidsFireSafetyTips.html Students will use this web site to create a class list of firesafety tips and each student will take home a copy. Studentscould visit a fire station and talk to a firefighter.http://members.aol.com/Altdisres/ADR.html Students will use the S.O.S program throughout the year toresolve conflicts by creating an interactive bulletin board.Students in conflicts with others will; share their (S)tories, discuss their (O)ptions, and find a (S)olution.www.execpc.com/~dboals/govt.html Students can research the functions of the roles of local government and associate the current politician with each role.

www.jbhs.wi.k12.md.us/~jparker/ss3.htm Students will discuss current local, state or national issues.Then they will use this web page to find the address of theirstate representative. Each student will write a letter to his/her representative expressing a concern,asking a questionor thanking the representative for their service.

www.coxnews.com/ The students will use this site to find an article that intereststhem. Each student will write a summary of the article andexplain why they thought it was news worthy. The studentswill present their articles and summaries to the class.

The learner will1. Locate sources of news and acquire information regardinglocal issues2. Identify factual statements in sources of news3. Take part in creating rules based on the idea of fair play,selecting persons to serve in positions of authority, and follow directions and rules4. Develop citizenship traits a. practice characteristics of leadership b. demonstrate a sense of justice and fair play c. show empathy for the feelings of others d. assume responsibility for his/her own actions in working with others

e. respect the rights of others5. Facilitate a project to improve the physical environmentof the school or community

http://ericae.syr.edu/Virtual/Lessons/Social_Stpsychology/PSY0004.htm. After reading “Decision Mountain”, divide the class into groups. Draw a mountain on the chalkboard and ask thestudents to identify the problem in the story. Write the problem on the foot of the mountain. Ask students to comeup with options and consequences for each option anddecide which is best. Write their decision at the top of themountain.http://ericae.net/db/digs/ed3332929htm Set up a community service project. Invite parents to helpwith feeding the homeless, cleaning and beautifying theneighborhood or recycling.

http://bensguide.gpo.gov/9-12/citizenship/responsibilities.html Prepare a pretend election. Inform the class of issues andcandidates. Each student will make his/her decision of whowould be the best candidate based on the issues. Have theclass vote by secret ballot and discuss the voting process.http://4civilrights.4anything.com/?%3B019039a Select a group of students that have on a similar item ofclothing and separate them from the rest of the group. Letthis group do anything they wish while the rest of the classdoes work. After 15 minutes explain that it was an exercise on discrimination. Follow by reading about Rosa Parks.www.pcs.mb.ca/~ccd/nation~4.html Design activities in stations that shows other students whatit feels like to have a disability.

The purpose of these strands is to help studentsunderstand what it means to be part of a society. Through the study of the past and present, students will develop theability to make decisions for the good of the group orcommunity. The students will appreciate different cultures and the needs of different types of people. The studentswill be able to work in groups to achieve mutual goalswhile displaying cooperation skills and showing respect forothers.