SOCIAL STUDIES
COURSE OF STUDY
2008
CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS
400 East Washington Street
Chagrin Falls, Ohio 44022
THE SOCIAL STUDIES COURSE OF STUDY
has been approved
by the
Chagrin Falls Board of Education
on
April 21, 2008
Resolution #08-031
And revised on June 20, 2011 (addition of AP Micro/Macroeconomics)
Resolution #11-039
i
ACKNOWLEDGEMENTS
The development of the Social Studies Course of Study reflects the collaborative efforts of Chagrin Falls School District teaching professionals.
Developing and revising of this Course of Study entailed a commitment of time, collaboration and cooperation of all members. The writing of this
document was the result of a five-year cycle of work that included lesson study, study groups and action research. The dedication of the members of
this review team and those that assisted these members is deeply appreciated. Special thanks are given to the following:
John Brownlow, Chagrin Falls High School and 7 – 12 Social Studies Department Chair
Katherine Adick, Chagrin Falls Intermediate School
Christine Bauer, Chagrin Falls Middle School
Lisa Dugach, Gurney Elementary School
Daniel Ehrenbeit, Chagrin Falls High School
Julie Greene, Gurney Elementary School
Johna Indriolo-Graziani, Chagrin Falls Middle School
Bradley Jones, Gurney Elementary School
Brian McKenna, Chagrin Falls High School
Coreene McNamara, Chagrin Falls Intermediate School
Michael Murphey, Gurney Elementary School
Joanne Nidy, Chagrin Falls Intermediate School
Michael Salyers, Chagrin Falls High School
James Serluco, Chagrin Falls High School
Robert W. Hunt
Assistant Superintendent
Chuck Murphy, Principal
Chagrin Falls Intermediate School
ii
Social Studies Education Table of Contents
Page
Chagrin Falls Exempted Village School District Philosophy ........................................................................................1
Chagrin Falls Exempted Village School District Goals ................................................................................................2
Organization of Social Studies Education Course of Study ..........................................................................................4
Social Studies Education Philosophy.............................................................................................................................5
Social Studies Education Academic Content Standards ................................................................................................6
Kindergarten ..................................................................................................................................................................7
Grade 1 .........................................................................................................................................................................16
Grade 2 .........................................................................................................................................................................30
Grade 3 .........................................................................................................................................................................45
Grade 4 .........................................................................................................................................................................61
Grade 5 .........................................................................................................................................................................73
Grade 6 .........................................................................................................................................................................96
Grade 7 .......................................................................................................................................................................107
Grade 8 .......................................................................................................................................................................147
World History ............................................................................................................................................................163
iii
United States History .................................................................................................................................................174
United States Government .........................................................................................................................................189
Economics ..................................................................................................................................................................199
Sociology ...................................................................................................................................................................214
Psychology .................................................................................................................................................................228
Philosophy..................................................................................................................................................................234
Advanced Placement Psychology ..............................................................................................................................240
Advanced Placement United States History (Semester I)..........................................................................................248
Advanced Placement United States History (Semester II) ........................................................................................257
Advanced Placement United States Government ......................................................................................................263
Advanced Placement Micro/Macroeconomics ..........................................................................................................272
Social Studies Education Evaluation .........................................................................................................................277
Chagrin Falls School District Curriculum Study Cycle .............................................................................................278
iv
PHILOSOPHY OF THE CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS
Education is a lifelong process. We, the Chagrin Falls Board of Education, as the elected body being legally responsible for the public school portion of that
education, subscribe to the following philosophy:
We recognize an obligation to organize and administer the educational program in a manner compatible with a democratic society. We recognize that the unique
responsibility of the schools is to pass along a fund of knowledge; and in order to meet this goal, to provide enriched conditions which foster academic excellence
and individual growth. We recognize that all persons in our school community have rights and responsibilities that are inherent within that society. We believe
that our school system should educate toward responsibility and responsiveness.
We recognize that students differ in their physical, intellectual, emotional, and social growth and in the way they develop these aspects. We believe that the school
must play a primary role in the students' education and that educational goals grow out of the needs of individuals.
We believe that students bring together different abilities, talents, and backgrounds. Intellectual growth will flourish in an environment of trust, respect, and
teamwork. The school should strive to heighten the students' appreciation of the cultural and individual diversity within the human family.
We believe that students need the freedom to question and should be encouraged to use independent, reflective, and critical thinking. They should have the
opportunity to exercise independent judgment by making decisions about their education in addition to following standardized requirements.
We believe that students should understand their relationship to the community, the country, and to the world. Our schools should provide meaningful
opportunities for students to become familiar with, and react to, a segment of society outside of their own community.
We believe the education received in Chagrin Falls should fit the students' needs for supporting themselves in the future by preparing for further academic study
and vocational opportunities.
We believe objectives and procedures of all educational programs are dynamic rather than static and must change to meet new conditions in an ever-changing
world. We should consider changes in the educational program because of their demonstrated worth.
1
CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS DISTRICT GOALS
The Chagrin Falls Board of Education is committed to quality education as its top priority. The mission of the Chagrin Falls Schools is to provide a
comprehensive range of learning opportunities through which students, staff and community, in partnership, can develop each student’s knowledge, confidence
and responsibility leading to individual success and lifelong learning.
The Board defines a quality education as one that prepares the student to compete effectively in any chosen endeavor. Consideration will be given to the
academic, social, cultural, physical, practical and emotional development of students in an integrated effort to equip them with a set of functional life skills.
The Chagrin Falls Board of Education will establish district goals, set policy, monitor progress, and prioritize its instructional, human, and financial resources
to ensure accomplishment of its educational mission and defines the following goals:


Establish standards for student achievement in the areas of:

Achievement relative to ability;

Identification and achievement of personal goals and feelings of positive self-worth in each student;

Development of an understanding of the world, its people and the student's role and responsibilities toward others;

Development of well-rounded individuals;

Development and implementation of marketing strategies to assure district competitiveness in the areas of college acceptance and other post-secondary
options;

Academic and social behaviors that support student achievement;

Technology.
Establish standards of teacher effectiveness in the areas of:

Professional and personal growth;

Development and implementation of stimulating lessons;

Development and use of articulate and correct language in all phases of student and employee communication;

Instruction encompassing higher-level thinking and problem-solving skills for all students;

Integration of curricula;

Identification of individual learning styles and adaptation of teaching methods in order to reach all students.
2

Establish a plan and allocate sufficient resources to provide support services for the educational mission, including:

A safe environment;

An efficient transportation system;

Healthy and appetizing food service;

Professional development of classified employees;

Up-to-date instructional equipment and supplies;

Specialized services to meet individual student requirements.
Establish a long-term facility plan to ensure:



Facilities that will enhance the educational program;

Maintenance and preservation of the community's investment in district facilities, grounds and equipment.
Establish working relationships and communication networks within the community to ensure:

Identification of citizen, Board, parent, and student educational goals;

Commitment of citizens, Board, parents and students to ongoing support of the educational mission of the schools.
Establish standards for administrator effectiveness in the areas of:

Fiscal management;

Personnel recruitment and development;

Policy development;

Curriculum development and coordination;

Implementation of district goals;

Appropriate educational offerings for all students;

Effective communications with all sectors of the school community.
3
ORGANIZATION OF THE SOCIAL STUDIES COURSE OF STUDY
The Social Studies Course of Study is divided into grade levels and courses. In grades K – 8 and the secondary courses that are not advanced
placement, the document includes Benchmarks, Indicators, Reference Code and Clarifications (Skills, Methods, Resources, and Connections). These
Benchmarks and Indicators derive from the Ohio Academic Content Standards for Social Studies (2003).
The Benchmarks column is the big idea or major concept that students should understand. The Indicators delineate the understandings students
need to build the major concept (Benchmark). Leading Ohio social studies educators developed the Standards to guide curriculum expectations.
These Standards will serve as the foundation for instruction and assessment within our district.
The Benchmarks and Indicators that come from the Ohio Standards are noted with symbols in the Reference (REF.) column. The first line of upper
case letters refers to the content Standard (e.g. PS = People in Societies). On the next line, the upper case letter represents the Benchmark as it is
organized in the state document. The first number on the next line is the grade level at which the Indicator appears in the Ohio document. The
second number is the state Indicator, as it is organized within the state Benchmark. The Indicators that do not have references are those originated by
the Chagrin Falls staff that incorporate valuable understandings not included in the Ohio Standards.
Due to a dramatic increase in advanced placement testing and a perception of a drop in academic rigor, the College Board instituted the Advanced
Placement Audit in 2007. Teachers were required to submit an extensive syllabus demonstrating alignment and an appropriate level of academic
rigor. This document reflects the information that was developed by our advanced placement teachers and approved by the College Board.
The Clarification column provides information related to its adjoining Indicator. The information generally serves one of these purposes: (1)
provides lesson ideas and Indicator reconceptualization, (2) provides relevant instructional resources, or (3) identifies 21st century skills that can be
interjected into the lesson. This document will serve as an important resource for lesson development, delivery and assessment.
4
PHILOSOPHY OF THE SOCIAL STUDIES COURSE OF STUDY
The social studies program in the Chagrin Falls Exempted Village School District is developed to assist students in becoming contributing citizens in
a democratic society within a changing world. Students will be challenged to expand their horizons, understanding their role locally, nationally and
internationally and striving to become active participants within each of these realms.
The social studies program explores the relationship of the past to the present, and the impact of the present on the future. Historical knowledge is
enhanced by the students’ study of sociology, psychology, economics, geography and government in order to gain a comprehensive understanding of
the global society.
There are three essential components of the social studies program: (1) findings: facts, concepts, generalizations and theories social scientists produce
on their quest for knowledge; (2) processes and techniques social scientists use to validate their findings; and (3) embedding 21st century content and
development of skills throughout grade levels to best prepare students for our ever changing world. Students learn facts and concepts to utilize
information to broaden their understanding of life, recognize the changing conditions of society and seek solutions to local, national and global
problems.
5
Ohio Department of Education K-12 Social Studies Academic Content Standards
History (H)
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of
Ohio, the United States and the world.
People in Societies (PS)
Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and
diversity within local, national, regional and global settings.
Geography (GEO)
Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human
activity, and to explain the interactions that occur in an increasingly interdependent world.
Economics (E)
Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as
producers, consumers, savers, investors, workers and citizens in an interdependent world.
Government (GVT)
Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to
understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general
welfare.
Citizenship Rights and Responsibilities (CRR)
Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community
life and the American democratic system.
Social Studies Skills and Methods (SM)
Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this
information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in
simulated or real-world settings.
6
KINDERGARTEN
7
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
HISTORY
Use a calendar to
determine the day,
week, month and
year.
INDICATOR
1. Recite the days of the
week.
H
A
K.1
Lesson Ideas:
 Daily calendar activities, days of the week song, word sorts, students create a calendar, read alouds
Technology: create calendar in Kid Pix; create individual calendar in Edmark (create a simple paint graphic) (print
with teacher assistance), online interactive calendars http://www.apples4theteacher.com/calendar.html (click on
website links as directed by the teacher)
Resources: Cookie’s Week by Cindy Ward and Tomie DePaola; The Very Hungry Caterpillar by Eric Carle;
Today is Monday by Eric Carle; Responsive Classroom First Six Weeks
Cross Curriculum: science (daily observations, butterfly unit), math (calendar updates), language arts (word sorts,
poetry and read alouds)
Place events in correct
order on a time line.
2. Use vocabulary
associated with time to
distinguish broad
categories of historical
time such as long ago,
yesterday, today and
tomorrow.
H
B
K.2
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Daily calendar activities, morning meeting activities, sorting activities (now vs. then) Early Settlers and Native
Americans
Technology: create calendar in Kid Pix; create individual calendar in Edmark (create a simple paint graphic) (print
with teacher assistance)
Resources: calendar cards (today, tomorrow, yesterday); field trip to Western Reserve Historical Society (Early
Settlers and Native Americans); Ox Cart Man, Johnny Appleseed
Cross Curriculum: science (weather observations and four seasons), math (calendar updates)
"
3. Demonstrate
understanding of one’s
own personal life history
(e.g., birth, toddler and
preschool).
H
B
K.3
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Class discussions, show and tell, All About Me posters, student of the week presentations, writing minilessons/writer’s workshop
Technology: create basic timeline in Kid Pix (create a simple paint graphic) (print with teacher assistance)
Resources: The End (poem by A.A. Milne); It’s Hard to Be Five by Jamie Lee Curtis; When I was Little by Jamie
Lee Curtis
Cross Curriculum: Language Arts (writing, sequencing, read alouds)
21st Century Skills: Health and Wellness Awareness; Communication and Information Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
8
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Recognize that the
actions of individuals
make a difference, and
relate the stories of
people from diverse
backgrounds who have
contributed to the
heritage of the United
States.
"
INDICATOR
4. Recognize state and
federal holidays and
explain their
significance.
H
D
K.4
Lesson Ideas:
 Class discussions, read alouds, monthly calendar activities (Labor Day, Veteran’s Day, Constitution Day,
Martin Luther King Jr. Birthday, President’s Day, Memorial Day), poetry folder poems
Technology: Kid Pix stamps, www.kids.gov (click on website links as directed by the teacher)
Resources: My Brother Martin; presidential biographies, video clips www.unitedstreaming.com
Cross Curriculum: math (calendar), language arts (poetry and informational texts)
5. Listen to and discuss
songs, poetry, literature
and drama that reflect the
cultural heritages of the
people of the United
States.
H
D
K.5
21st Century Skills: Civic Literacy
Lesson Ideas:
 Poetry folder poems, Johnny Appleseed, parent volunteer lessons regarding holiday celebrations, read alouds of
variety of nursery rhymes, legends and folktales
Technology: click on website links as directed by the teacher
Resources: Western Reserve Historical Society field trip; The Color of Us by Karen Katz; Amazing Grace by
Mary Hoffman; Ox Cart Man; Who is John Chapman? by Patsy Bevcar, video clips www.unitedstreaming.com
Cross Curriculum: Music class, language arts (informational text)
21st Century Skills: Global Awareness, Adaptability
PEOPLE IN SOCIETIES
Identify practices and
6. Identify ways that
products of diverse
individuals in the family,
cultures.
school and community
are unique and ways that
they are the same.
Identify ways that
different cultures
within the United
States and the world
have shaped our
national heritage.
7. Identify different
cultures through the
study of holidays,
customs and traditions
utilizing language,
stories, folktales, music
and the arts.
PS
A
K.1
Lesson Ideas:
 Class discussions, read alouds, All About Me posters, student of the week, show and tell, Venn diagrams,
special guests from community
Technology: video clips www.unitedstreaming.com (click on website links as directed by the teacher)
Resources: Responsive Classroom First Six Weeks; Whoever You Are by Mem Fox; non-fiction leveled readers;
We are All Alike, We are all Different; video clips www.unitedstreaming.com
PS
B
K.2
Cross Curriculum: science (compare/contrast), language arts (informational text)
21st Century Skills: Global Awareness, Adaptability
Lesson Ideas:
 Parent presentations, read alouds, show and tell, Student of the Week, All About Me posters (e.g. Hanukkah,
Christmas, New Year, Kwanzaa), Gingerbread Man unit, nursery rhymes, legends, folktales
Technology:
Resources: different versions of Gingerbread Man; Light the Lights; Runaway Latke; dreidel game
Cross Curriculum: math (counting), writing (Venn diagrams), music
21st Century Skills: Global Awareness
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
9
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
GEOGRAPHY
Identify the location
of the state of Ohio,
the United States, the
continents and oceans
on maps, globes and
other geographic
representations.
"
INDICATOR
8. Identify and correctly
use terms related to
location, direction and
distance including:
a. Up/Down;
b. Over/Under;
c. Here/There;
d. Front/Back;
e. Behind/In front of.
9. Recite home address.
GEO
A
K.1
Lesson Ideas:
 Simon Says, mapping the classroom, mapping students bedroom, Mr. Origin location activities, Kid Pix scene
creation, morning meeting activities
Technology: Using Kid Pix, create a background scene to manipulate a piece using the direction/distance words
(create a simple paint graphic) (print with teacher assistance)
Resources: “Where is the Apple” student book, Me on the Map by Joan Sweeny; My Map Book by Sara Fanelli;
Little Red Riding Hood; Responsive Classroom First Six Weeks
Cross Curriculum: Physical Education (Simon Says), math (location words, mapping)
GEO
A
K.2
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Create class phone/address book; address name tags; Kid Pix to create page of house with address listed, Special
Helper interview
Technology: Kid Pix create your house (create a simple paint graphic) (print with teacher assistance)
Resources: A House is a House for Me by Mary Ann Hoberman
Cross Curriculum: math (number identification, mapping)
"
10. Make models and
maps representing real
places including the
classroom.
GEO
A
K.3
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Mapping the classroom, mapping students bedroom, KidPix creation of room
Technology: Create a map in Kid Pix (create a simple paint graphic) (print with teacher assistance), online maps,
www.kids.gov (click on website links as directed by the teacher)
Resources: Me on the Map by Joan Sweeny; My Map Book by Sara Fanelli, www.kids.gov
Cross Curriculum: math (mapping), Art (Van Gogh piece)
"
11. Distinguish between
land and water on maps
and globes.
GEO
A
K.4
21st Century Skills: Creativity and Innovation Skills
Lesson Ideas:
 Class discussions, students independent work sheet coloring water and land on a map, Native American/Early
Settler unit
Technology: internet websites, online interactive maps (click on website links as directed by the teacher)
Resources: globes, maps, internet, non-fiction read alouds, atlas,
http://www.scholastic.com/scholastic_thanksgiving website
Cross Curriculum: science (observations), math (mapping)
21st Century Skills: Critical Thinking, Global Awareness
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
10
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Identify physical and
12. Demonstrate
human features of
familiarity with the
places.
school’s layout.
GEO
B
K.5
Lesson Ideas:
 First day tours, daily tasks and activities, traveling to specials, gingerbread scavenger hunts, Kindergarten
orientation
Technology: create map in Kid Pix (create a simple paint graphic) (print with teacher assistance)
Resources: Responsive Classroom First Six Weeks; Gurney maps
Cross Curriculum: math (mapping)
"
13. Describe the
immediate surroundings
of home (e.g., streets,
buildings, fields, woods
or lakes).
GEO
B
K.6
21st Century Skills: Personal Responsibility, Leadership
Lesson Ideas:
 Draw picture and discuss, class discussions, show and tell presentations, read alouds, Native America and Early
Settlers unit
Technology: Kid Pix creation (create a simple paint graphic) (print with teacher assistance)
Resources: A House is a House for Me by Mary Ann Hoberman, maps, atlas
Cross Curriculum: science (observational skills), math (mapping)
Explain how
environmental
processes influence
human activity and
ways humans depend
on and adapt to the
environment.
ECONOMICS
Explain how the
scarcity of resources
requires people to
make choices to
satisfy their wants.
14. Identify key natural
resources that are used in
the students’ daily lives.
GEO
C
K.7
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Earth Day, classroom recycling activities, science journal brainstorming
Technology: Interactive Technology sorting activity
Resources: Newbridge Discovery Link non-fiction readers; Water by Frank Asch
Cross Curriculum: science (West Woods trip, daily observational skills)
21st Century Skills: Personal Responsibility; Life Skills
15. Recognize that
people have many wants.
E
A
K.1
Lesson Ideas:
 Wants vs. needs vs. wishes; Early Settlers and Native Americans; Little Red Hen
Technology: Interactive Technology sorting activity, Kidspiration template sort, sequencing activities (create a
simple paint graphic) (print with teacher assistance)
Resources: (Numeroff series) If You Give a Mouse a Cookie, If You Give a Pig a Pancake; If You Give a Moose a
Muffin; Little Red Hen; Ox Cart Man; Doorbell Rang by Pat Hutchins; Bennies Pennies
Cross Curriculum: language arts (retelling, sequencing, patterns in text, predictions), math (patterns, counting,
partitioning)
21st Century Skills: Accountability, Personal Responsibility, Ethics
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
11
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain how the
16. Explain how people
scarcity of resources
make decisions in order
requires people to
to satisfy their wants.
make choices to
satisfy their wants.
(cont.)
E
A
K.2
Lesson Ideas:
 Wants vs. needs vs. wishes; Early Settlers and Native Americans; Little Red Hen
Technology: Interactive Technology sorting and sequencing activities
Resources: If You Give a Mouse a Cookie, If You Give a Pig a Pancake; If You Give a Moose a Muffin; Little
Red Hen; Ox Cart Man; Doorbell Rang by Pat Hutchins; Bennies Pennies
Cross Curriculum: math (patterns, counting, partitioning), language arts (retelling, sequencing, patterns in text,
predictions)
Distinguish between
goods and services
and explain how
people can be both
buyers and sellers of
goods and services.
17. Identify goods and
services.
E
B
K.3
21st Century Skills: Accountability, Personal Responsibility, Ethics
Lesson Ideas:
 Early Settlers/Native Americans unit, developing a recipe, brainstorming lists of directions/procedures for
making something
Technology: Interactive Technology sorting and sequencing activities
Resources: Pancakes, Pancakes by Eric Carle; Ox Cart Man; Little Red Hen
Cross Curriculum: Language Arts (how to books, sequencing), science (made of parts),
21st Century Skills: Accountability, Personal Responsibility, Ethics, Economic Literacy
GOVERNMENT
Identify elected
leaders and authority
figures in the home,
school and
community and
explain reasons for
having persons in
authority.
Recognize and
explain the
importance of
symbols and
landmarks of the
United States.
18. Identify authority
figures in the home,
school and community.
GVT
A
K.1
Lesson Ideas:
 Election Day, class discussions, morning meeting, read alouds, guest speakers from community
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks, Tiger P.R.I.D.E.
Cross Curriculum: language arts (informational texts)
21st Century Skills: Social Responsibility, Personal Responsibility
19. Recognize symbols
of the United States that
represent its democracy
and values including:
a. The national flag;
b. The Pledge of
Allegiance.
GVT
B
K.2
Lesson Ideas:
 Morning announcements, daily activities, poetry folders, read alouds
Technology: Kid Pix symbol stamps (create a simple paint graphic) (print with teacher assistance), Interactive
Technology symbol sort
Resources: The Pledge of Allegiance (Scholastic), non-fiction leveled readers, http://bensguide.gpo.gov/ symbols
web page
Cross Curriculum: language arts (informational text)
21st Century Skills: Civic Literacy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
12
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain the purposes
of rules in different
settings and the
results of adherence
to, or violation of, the
rules.
INDICATOR
20. Identify purposes for
having rules and ways
that they provide order,
security and safety in the
home, school and
community.
GVT
C
K.3
Lesson Ideas:
 Class discussion creating rules, review of safety procedures (fire drill, lock down, tornado drill), read alouds,
morning meeting activities
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks, School Resource Officer, Guidance Counselor lessons, nonfiction leveled readers
Cross Curriculum: Guidance Counselor lessons
21st Century Skills: Accountability, Ethics
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Describe the results of 21. Participate and
CRR
cooperation in group
cooperate in classroom
A
settings and
activities.
K.1
demonstrate the
necessary skills.
Lesson Ideas:
 Special Helper, small group work (work stations, free choice), daily class activities, morning meeting
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks
Cross Curriculum: all areas
Demonstrate personal
accountability,
including making
choices and taking
responsibility for
personal actions.
"
22. Take personal
responsibility to follow
directions and rules.
CRR
B
K.2
21st Century Skills: Leadership, Life Skills, People Skills, Collaboration, Communication and Information Skills
Lesson Ideas:
 Tiger P.R.I.D.E., Special Helper, read alouds, free choice/work stations, playground, lunch and recess behavior
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks, How To Lose all Your Friends, Guidance Counselor lessons
Cross Curriculum: Guidance Counselor lessons, all areas
23. Demonstrate the
ability to make choices
and take responsibility
for personal actions.
CRR
B
K.3
21st Century Skills: Personal Responsibility, Accountability, Leadership, Life Skills
Lesson Ideas:
 Free choice/center selections, Tiger P.R.I.D.E., playground, lunch and recess behavior
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom; How to Lose all Your Friends, Guidance Counselor lessons, video clips
www.unitedstreaming.com, role play
Cross Curriculum: Guidance Counselor lessons, all areas
21st Century Skills: Personal Responsibility, Accountability, Leadership, Social Responsibility
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
13
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Demonstrate personal
accountability,
including making
choices and taking
responsibility for
personal actions.
(cont.)
INDICATOR
24. Discuss the attributes
and actions of a good
citizen with emphasis on:
a. Trust;
b. Respect;
c. Honesty;
d. Responsibility;
e. Fairness;
f. Compassion;
g. Self-control.
SOCIAL STUDIES SKILLS AND METHODS
Obtain information
25. Listen for
from oral, visual, print information.
and electronic
sources.
CRR
B
K.4
Lesson Ideas:
 Classroom rules, Tiger P.R.I.D.E., read alouds, class discussion
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks; non-fiction read alouds, fiction read alouds, video clips
www.unitedstreaming.com, role play
Cross Curriculum: all areas
21st Century Skills: Civic Literacy, Personal Responsibility, Social Responsibility, Accountability
SM
A
K.1
Lesson Ideas:
 Read alouds, whole group instruction, morning meeting, Writer’s Workshop author’s chair, class presentations,
special guests
Technology: video clips www.unitedstreaming.com
Resources: non-fictions read alouds; Responsive Classroom First Six Weeks, role play
Cross Curriculum: all areas
21st Century Skills: Personal Responsibility, Social Responsibility, Communication and Information Skills
Predict outcomes
based on factual
information.
26. Sort objects or
pictures according to
appropriate criteria.
SM
B
K.2
Lesson Ideas:
 Word sorts (sounds, letters, rhymes, syllables, blends), math sorts (shape, size, attributes), graphs
Technology: Kidspiration (create a simple paint graphic) (print with teacher assistance), Interactive Technology
sorting activity
Resources: Words Their Way, Fountas and Pinnell Phonics
Cross Curriculum: Language Arts (words, letters, sounds), Math (shape), Science (physical characteristics,
sink/float)
21st Century Skills: Personal Productivity, Creative Thinking and Problem Solving
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
14
SOCIAL STUDIES
KINDERGARTEN
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Predict outcomes
27. Compare similarities
based on factual
and differences among
information. (cont.)
objects or pictures.
SM
B
K.3
Lesson Ideas:
 Observations, read alouds, Venn diagrams, animal habitat unit (mothers and babies alike/different); apple tree
throughout the year, what things are made of
Technology: Kidspiration (create a simple paint graphic) (print with teacher assistance)
Resources: AIMS Animal Habitats unit materials
Cross Curriculum: Language Arts (words, letters, sounds), Math (shape), Science (physical characteristics,
sink/float)
Communicate
information orally,
visually or in writing
28. Communicate
information.
SM
C
K.4
21st Century Skills: Personal Productivity, Creative Thinking and Problem Solving
Lesson Ideas:
 Special Helper, student of the week, author’s chair sharing, morning message, show and tell presentations,
writer’s workshop writing
Technology: word processing, Kid Pix/Kidspiration (create a simple paint graphic) (print with teacher assistance)
Resources: writing folders, Responsive Classroom First Six Weeks
Cross Curriculum: all areas
Identify a problem
and work in groups to
solve it.
29. Work with others by
sharing, taking turns and
raising hand to speak.
SM
D
K.5
21st Century Skills: Communication and Information Skills
Lesson Ideas:
 Morning meeting, free choice centers, work stations, games, daily interactions with peers and teachers
Technology: www.responsiveclassroom.com
Resources: Responsive Classroom First Six Weeks, role play, Tiger P.R.I.D.E, Guidance counselor lessons
Cross Curriculum: all areas
21st Century Skills: Collaboration, People Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
15
GRADE 1
16
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
HISTORY
Use a calendar to
determine the day,
week, month and
year.
INDICATOR
1. Recite the months of
the year.
H
A
1.1
Lesson Ideas:
 Daily morning meeting calendar activities, student jobs (calendar helper)
Technology: Use Interactive Technology or computer to have students reference calendar websites
http://www.apples4theteacher.com/calendar.html (log in, use graphic organizers and templates)
Resources: Responsive Classroom (First 6 Weeks of School) www.responsiveclassroom.com
Cross Curriculum: Math – number skills and number sense, Science –Changing Seasons
Place events in
correct order on a
time line.
2. Place events from one’s
own life in chronological
order.
H
B
1.2
21st Century Skills: Calendar Helper (Personal Responsibility), calendar website (ICT - Communication and
Information Skills)
Lesson Ideas:
 Timeline of George Washington and Abraham Lincoln, Special Person of the Week – create timeline of own
life.
Technology: Kidpix to create timeline with text and graphics (Create a document including text and graphics,
print information) research on internet using Interactive Technology or computer, Biography video clips
Resources: Non-fiction biography literature, Encyclopedia, Internet (http://www.biography-center.com/), student
personal experience, video clips www.unitedstreaming.com
"
3. Distinguish among
past, present and future.
H
B
1.3
Cross Curriculum: Language Arts – research and reporting, sequencing events
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills. Life Skills – Personal Productivity, Self-Direction)
Lesson Ideas:
 Field Trip to Burton Century Village, pre and post trip explorations of maps, artifacts and pictures of Burton
Century Village.
 Community resource person to share experiences/artifacts.
 Family Interviews.
Technology: Interactive Technology Now and Then Toy Sort, map websites, video clips on internet, class
mapping activity using Interactive Technology, research on historical artifacts on website (log in, start and exit
programs)
Resources: Village maps, Village tour, community/family member, non-fiction books, internet maps
Cross Curriculum: Language Arts – Communications Oral and Visual
3
21st Century Skills: Field Trip, Interview (Thinking and Learning Skills – Communication and Information, Life
Skills – People Skills, Social Responsibility). Critical Thinking, information and communications technology
literacy enhanced through the use of technology
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
17
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Compare daily life in
the past and present
demonstrating an
understanding that
while basic human
needs remain the
same, they are met in
different ways in
different times and
places.
INDICATOR
4. Raise questions about
how families lived in the
past and use photographs,
letters, artifacts and books
to clarify what is known
and what is unknown.
H
C
1.4
Lesson Ideas:
 Field Trip to Burton Century Village, pre and post trip explorations of maps, artifacts and pictures of Burton
Century Village.
 Community resource person to share experiences/artifacts.
 Family Interviews.
Technology: Interactive Technology Now and Then Toy Sort, map websites, video clips on internet, class
mapping activity using Interactive Technology, research on historical artifacts on website (log in, start and exit
programs)
Resources: Village maps, Village tour, community/family member, non-fiction books, internet maps
Cross Curriculum: Language Arts – Communications Oral and Visual
"
5. Compare past and
present, near and far, with
emphasis on daily life
including:
a. The roles of men,
women and children;
b. The identification of
basic human needs;
c. Various ways people
meet human needs.
H
C
1.5
21st Century Skills: Field Trip, Interview (Thinking and Learning Skills – Communication and Information, Life
Skills – People Skills, Social Responsibility). Critical Thinking, information and communications technology
literacy enhanced through the use of technology
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls with one society from
each continent.
 Field Trip to Burton Century Village, pre and post trip explorations of maps, artifacts and pictures of Burton
Century Village.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers
Technology: Interactive Technology Now and Then Toy Sort, Interactive Technology Culture Matching, map
websites, video clips on internet, class mapping activity using Interactive Technology, research on historical
artifacts on website (log in, start and exit programs)
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs
Cross Curriculum: Language Arts – Communications Oral and Visual
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
18
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Recognize that the
actions of individuals
make a difference,
and relate the stories
of people from
diverse backgrounds
who have contributed
to the heritage of the
United States.
INDICATOR
6. Relate stories of the
heroism and the
achievements of the
people associated with
state and federal holidays.
H
D
1.6
Lesson Ideas:
 Veteran’s Day Read aloud and discussion, MLK Day Read aloud and discussion, President’s Day, Election
Day, US Symbol Unit
Technology: Kidpix to research US Symbols, Interactive Technology symbol sort, or computer, Biography video
clips
Resources: Non-fiction literature, Encyclopedia, KidPix US Symbols, US Symbols Book, student personal
experience, video clips www.unitedstreaming.com. The First Six Weeks of School
Cross Curriculum: Science – scientists share findings with others, work impacts daily life. Language Arts –
Reading Applications: Informational, Technical and Persuasive text
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills, Collaboration. Life Skills – Personal Productivity,
Self-Direction, Ethics. 21st Century Content – Civic Literacy)
PEOPLE IN SOCIETIES
Identify practices and 7. Describe similarities
products of diverse
and differences in the
cultures.
ways different cultures
meet common human
needs including:
a. Food;
b. Clothing;
c. Shelter;
d. Language;
e. Artistic expressions.
PS
A
1.1
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers present at Around the World Day
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
19
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify ways that
different cultures
within the United
States and the world
have shaped our
national heritage.
INDICATOR
8. Identify cultural
practices of a culture on
each continent through
the study of the folktales,
music and art created by
people living in that
culture.
PS
B
1.2
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers present at Around the World Day
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
"
9. Describe family and
local community customs
and traditions.
PS
B
1.3
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers present at Around the World Day
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
20
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify ways that
different cultures
within the United
States and the world
have shaped our
national heritage.
(cont.)
INDICATOR
10. Describe life in other
countries with emphasis
on daily life, including
roles of men, women and
children.
PS
B
1.4
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts from other countries and Family Interviews.
 Guest Speakers present at Around the World Day
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills – People
Skills, Social Responsibility). Critical Thinking, information and communications technology literacy enhanced
through the use of technology
GEOGRAPHY
Identify the location
of the state of Ohio,
the United States, the
continents and oceans
on maps, globes and
other geographic
representations.
"
11. Identify and correctly
use terms related to
location, direction and
distance including:
a. Left/Right;
b. Near/Far.
GEO
A
1.1
12. Construct simple
maps and models using
symbols to represent
familiar places (e.g.,
classroom, school or
neighborhood).
GEO
A
1.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Gingerbread Man Hunt – through the school focusing on left/right/near/far
 Morning Meeting – Over Under Activity
Technology: Interactive Technology for Locating Activity,
Resources: Gingerbread Man Hunt – Following directions around the school to find the Gingerbread Man,
Books, Discussions
Cross Curriculum: Language Arts Curriculum Connection, Math Connections
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation. Life Skills –
personal productivity. 21st Century Content – Global Awareness)
Lesson Ideas:
 Maps and Landforms – CD-ROM Exploring Where and Why, Candy Maps, Read Alouds, Junior Achievement, Maps
of Gurney, Orienting ourselves in the world
Technology: Make/read maps online, CD-ROM Exploring Where and Why, Interactive Technology map making
Resources: CD-ROM Exploring Where and Why, Candy Maps, Map playground and rooms around the school, Galaxy
Book, Read alouds
Cross Curriculum: Science – Scientific Inquiry, Math – Measurement Units
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation, Collaboration. Life
Skills – people skills, personal responsibility, social responsibility, leadership. 21 st Century Content – Global
Awareness)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
21
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify the location
of the state of Ohio,
the United States, the
continents and oceans
on maps, globes and
other geographic
representations.
(cont.)
"
INDICATOR
13. Identify and use
symbols to locate places
of significance on maps
and globes.
REF.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
GEO
A
1.3
Lesson Ideas:
 Maps and Landforms – CD-ROM Exploring Where and Why, Candy Maps, Read Alouds, Junior Achievement,
Maps of Gurney, Orienting ourselves in the world
Technology: Make/read maps online, CD-ROM Exploring Where and Why, Interactive Technology map making
Resources: CD-ROM Exploring Where and Why, Candy Maps, Map playground and rooms around the school,
Galaxy Book, Read alouds
Cross Curriculum: Science – Scientific Inquiry, Math – Measurement Units
14. Locate the local
community, state and the
United States on maps or
globes.
GEO
A
1.4
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation, Collaboration.
Life Skills – people skills, personal responsibility, social responsibility, leadership. 21 st Century Content – Global
Awareness)
Lesson Ideas:
 Maps and Landforms – CD-ROM Exploring Where and Why, Candy Maps, Read Alouds, Junior Achievement,
Maps of Gurney, Orienting ourselves in the world
Technology: Make/read maps online, CD-ROM Exploring Where and Why, Interactive Technology map making
Resources: CD-ROM Exploring Where and Why, Candy Maps, Map playground and rooms around the school,
Galaxy Book, Read alouds
Cross Curriculum: Science – Scientific Inquiry, Math – Measurement Units
Identify physical and
human features of
places.
15. Identify and describe
the physical features
(lake, river, hill,
mountain, forest) and
human features (town,
city, farm, park,
playground, house, traffic
signs/signals) of places in
the community.
GEO
B
1.5
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation, Collaboration.
Life Skills – people skills, personal responsibility, social responsibility, leadership. 21 st Century Content – Global
Awareness)
Lesson Ideas:
 Maps and Landforms – CD-ROM Exploring Where and Why, Candy Maps – ID Lake, river, hill, mountain,
forest, Read Alouds, Junior Achievement, Maps of Gurney, Orienting ourselves in the world
Technology: Make/read maps online, CD-ROM Exploring Where and Why, Interactive Technology map making
Resources: CD-ROM Exploring Where and Why, Candy Maps, Map playground and rooms around the school,
Galaxy Book, Read alouds
Cross Curriculum: Science – Scientific Inquiry, Math – Measurement Units
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovation, Collaboration. Life Skills – people skills, personal responsibility, social responsibility, leadership.
21st Century Content – Global Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
22
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Identify physical and
16. Compare areas within
human features of
the local community to
places. (cont.)
identify similarities.
GEO
B
1.6
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers present at Around the World Day.
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Explain how
environmental
processes influence
human activity and
ways humans depend
on and adapt to the
environment.
17. Describe human
adaptations to variations
in the physical
environment including:
a. Food;
b. Clothing;
c. Shelter;
d. Transportation;
e. Recreation.
GEO
C
1.7
Lesson Ideas:
 Around the World Unit (Customs and Cultures) – compare and contrast Chagrin Falls (Blossom) with one
society from each continent.
 Community resource person to share experiences/artifacts.
 Family Interviews.
 Guest Speakers present at Around the World Day
Technology: Interactive Technology Culture Matching, map websites, video clips on internet, class mapping
activity using Interactive Technology, research on historical artifacts on website (log in, start and exit programs),
Wireless Lab World Encyclopedia
Resources: Custom and Culture information packet, community/family member, non-fiction books, internet
world maps, poems, songs, Venn Diagram
Cross Curriculum: Language Arts – Communications Oral and Visual, Music Class – World Music
21st Century Skills: Interview (Thinking and Learning Skills – Communication and Information, Life Skills –
People Skills, Social Responsibility). Critical Thinking, information and communications technology literacy
enhanced through the use of technology
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
23
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
ECONOMICS
Explain how the
scarcity of resources
requires people to
make choices to
satisfy their wants.
Distinguish between
goods and services
and explain how
people can be both
buyers and sellers of
goods and services.
Explain ways that
people may obtain
goods and services.
INDICATOR
18. Explain that wants are
unlimited and resources are
scarce, thereby forcing
individuals to make
choices.
19. Explain that wants are
unlimited and resources are
scarce, thereby forcing
individuals to make
choices.
E
A
1.1
Lesson Ideas:
 Earth Day activities, Video: Taking Care of our Earth, Read and discuss the Lorax, Poems, Junior Achievement
Lessons about needs and wants
Technology: Topic Related video on www.unitedstreaming.com
Resources: Plant Trees, Taking Care of our Earth, The Lorax, Poems, Lunch Checklist
E
B
1.2
Cross Curriculum: Science – Scientific Inquiry, The Wump Word
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership
Skills
Lesson Ideas:
 Earth Day, Video: Taking Care of our Earth, Read the Lorax, Poems,
Technology: Topic Related video on www.unitedstreaming.com
Resources: Plant Trees, Taking Care of our Earth, The Lorax, Poems, Lunch Checklist
Cross Curriculum: Science – Scientific Inquiry, The Wump Word
20. Explain ways that
people may obtain goods
and services that they do
not produce including the
use of money and barter.
E
C
1.3
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills
Lesson Ideas:
 Junior Achievement - Needs and Wants, Money, Mapping, Families, Work/Jobs – Comparing Cultures
Technology: Interactive Technology Sort and activity
Resources: Community Professional, Posters, Read Alouds, Role Play, JA materials
Cross Curriculum: Math – Money
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
GOVERNMENT
Identify elected
leaders and authority
figures in the home,
school and
community and
explain reasons for
having persons in
authority.
21. Recognize the role of
authority figures in
providing for the safety
and security of individuals.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GVT
A
1.1
Lesson Ideas:
 Junior Achievement - Needs and Wants, Money, Mapping, Families, Work/Jobs – Comparing Cultures
Technology: Interactive Technology Sort and activity
Resources: Community Professional, Posters, Read Alouds, Role Play, JA materials
Cross Curriculum: Math – Money
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership
Skills, Critical Thinking, Time Management Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
24
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Identify elected
22. Explain how voting can
leaders and authority be used to make group
figures in the home,
decisions.
school and
community and
explain reasons for
having persons in
authority. (cont.)
Recognize and
explain the
importance of
symbols and
landmarks of the
United States.
Explain the purposes
of rules in different
settings and the
results of adherence
to, or violation of,
the rules.
23. Recognize symbols of
the United States that
represent its democracy
and values including:
a. The bald eagle;
b. The White House;
c. The Statue of Liberty;
d. The national anthem.
24. Recognize the need for
rules in different settings
and the need for fairness in
such rules.
GVT
A
1.2
Lesson Ideas:
 Election Day – Class Vote on all topics and interpret results
Technology: Interactive Technology symbol sort, or computer
Resources: Non-fiction literature, Encyclopedia, student personal experience, video clips
www.unitedstreaming.com. The First Six Weeks of School
Cross Curriculum: Science – scientists share findings with others, work impacts daily life. Language Arts –
Reading Applications: Informational, Technical and Persuasive text
GVT
B
1.3
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills, Collaboration. Life Skills – Personal Productivity,
Self-Direction, Ethics. 21st Century Content – Civic Literacy)
Lesson Ideas:
 US Symbol Unit – Read alouds and discuss non-fiction texts
Technology: Kidpix to research US Symbols, Interactive Technology symbol sort, or computer, Biography video
clips
Resources: Non-fiction literature, Encyclopedia, KidPix US Symbols, US Symbols Book, student personal
experience, video clips www.unitedstreaming.com
Cross Curriculum: Science – scientists share findings with others, work impacts daily life. Language Arts –
Reading Applications: Informational, Technical and Persuasive text
GVT
C
1.4
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills, Collaboration. Life Skills – Personal Productivity,
Self-Direction, Ethics. 21st Century Content – Civic Literacy)
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
25
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain the purposes 25. Discuss the
of rules in different
consequences of violating
settings and the
rules.
results of adherence
to, or violation of,
the rules. (cont.)
GVT
C
1.5
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem
Solving, Collaboration, Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal
Responsibility, Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and
Wellness Awareness)
CITIZENSHIP, RIGHTS AND RESONSIBILITIES
Describe the results
26. Demonstrate the
CRR
of cooperation in
importance of fair play,
A
group settings and
good sportsmanship,
1.1
demonstrate the
respect for the rights and
necessary skills.
opinions of others and the
idea of treating others the
way you want to be treated.
Demonstrate
personal
accountability,
including making
choices and taking
responsibility for
personal actions.
27. Demonstrate selfdirection in school tasks.
CRR
B
1.2
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Lesson Ideas:
 Computer Lab Research – Around the World, Wireless Lab Research – Encyclopedia
Technology: Interactive Technology Sort and activity
Resources: Nocturnal Day Research with KidPix, Around the World Cultural Research with the wireless lab,
Computer Lab research for US Symbols
Cross Curriculum: Language Arts – writing and research, Math, Social Studies and Science
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
26
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Demonstrate
28. Demonstrate
personal
accountability for actions.
accountability,
including making
choices and taking
responsibility for
personal actions.
(cont.)
"
29. Demonstrate pride in
personal accomplishments.
CRR
B
1.3
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
CRR
B
1.4
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
"
30. Demonstrate
citizenship traits including:
a. Trustworthiness;
b. Fairness;
c. Self-control;
d. Respect for those in
authority.
CRR
B
1.5
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com, use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
SOCIAL STUDIES SKILLS AND METHODS
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
27
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Obtain information
31. Obtain information
from oral, visual,
about a topic using a
print and electronic
variety of oral and visual
sources.
sources.
SM
A
1.1
Lesson Ideas:
 Computer Lab Research – Around the World, Wireless Lab Research – Encyclopedia
Technology: Interactive Technology Sort and activity
Resources: Nocturnal Day Research with KidPix, Around the World Cultural Research with the wireless lab,
Computer Lab research for US Symbols
Cross Curriculum: Language Arts – writing and research, Math, Social Studies and Science
Predict outcomes
based on factual
information.
32. Sequence information.
SM
B
1.2
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
Lesson Ideas:
 Timeline of Social Political Leaders, Special Person of the Week – create timeline of own life, Rosie’s Walk –
Story Sequencing
Technology: Kidpix to create timeline with text and graphics (Create a document including text and graphics,
print information) research on internet using Interactive Technology or computer, Biography video clips
Resources: Non-fiction biography literature, Encyclopedia, Internet (http://www.biography-center.com/), student
personal experience, video clips www.unitedstreaming.com, Rosie’s Walk
Cross Curriculum: Language Arts – research and reporting, sequencing events
"
33. Determine categories
for sorting information.
SM
B
1.3
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills. Life Skills – Personal Productivity, Self-Direction)
Lesson Ideas:
 Computer Lab Research – Around the World, Wireless Lab Research – Encyclopedia
Technology: Interactive Technology Sort and activity
Resources: Nocturnal Day Research with KidPix, Around the World Cultural Research with the wireless lab,
Computer Lab research for US Symbols
Cross Curriculum: Language Arts – writing and research, Math, Social Studies and Science
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
28
SOCIAL STUDIES
GRADE 1
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Predict outcomes
34. Identify main ideas
based on factual
from oral, visual and print
information. (cont.)
sources.
SM
B
1.4
Lesson Ideas:
 Computer Lab Research – Around the World, Wireless Lab Research – Encyclopedia
Technology: Interactive Technology Sort and activity
Resources: Nocturnal Day Research with KidPix, Around the World Cultural Research with the wireless lab,
Computer Lab research for US Symbols
Cross Curriculum: Language Arts – writing and research, Math, Social Studies and Science
Communicate
information orally,
visually or in
writing.
35. Communicate
information orally or
visually.
SM
C
1.5
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
Lesson Ideas:
 Computer Lab Research – Around the World, Wireless Lab Research – Encyclopedia
Technology: Interactive Technology Sort and activity
Resources: Nocturnal Day Research with KidPix, Around the World Cultural Research with the wireless lab,
Computer Lab research for US Symbols
Cross Curriculum: Language Arts – writing and research, Math, Social Studies and Science
Identify a problem
and work in groups
to solve it.
36. Display courtesy and
respect for others in group
settings including:
a. Staying on the topic;
b. Focusing attention on
the speaker.
SM
D
1.6
21st Century Skills: Teamwork/Collaboration, Self-motivation/Initiative, Leadership Skills, Critical Thinking,
Time Management Skills
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Fiction and Non-fiction picture books.
 Discussions on problem solving, Role Play
Technology: www.responsiveclassroom.com , use Interactive Technology for icons and role play
Resources: Interactive Technology software, Books, Discussions, Role Play
Cross Curriculum: n/a
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
29
GRADE 2
30
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
HISTORY
Use a calendar to
1. Measure calendar time
determine the day,
by days, weeks, months
week, month and
and years.
year.
H
A
2.1
Lesson Ideas:
 Daily morning meeting activities, student jobs (calendar helper – announces the day, date, and year every
morning), mapping the phases of the moon on a calendar noticing the number of days in a month
Technology: Use Interactive Technology or computer to have students reference calendar websites
http://www.apples4theteacher.com/calendar.html (log in, use graphic organizers and templates)
Resources: Responsive Classroom (First 6 Weeks of School) www.responsiveclassroom.com,
http://www.calculatorcat.com/moon_phases/moon_phases.phtml
"
2. List the days of the
week and months of the
year in order.
H
A
2.2
Cross Curriculum: Math – number skills and number sense, Science – phases of moon based on 30 day cycle
21st Century Skills: Calendar Helper (Personal Responsibility), calendar website (ICT - Communication and Information
Skills)
Lesson Ideas:
 Daily morning meeting activities (“Today is…” “Tomorrow is…” “Yesterday was…” student jobs (calendar
helper – announcing the day, date and year every morning)
Technology: Use Interactive Technology or computer to have students reference calendar websites
http://www.apples4theteacher.com/calendar.html (log in, use graphic organizers and templates)
Resources: Responsive Classroom (First 6 Weeks of School) www.responsiveclassroom.com,
http://www.calculatorcat.com/moon_phases/moon_phases.phtml
Place events in
correct order on a
time line.
3. Place a series of
related events in
chronological order on a
time line.
H
B
2.3
Cross Curriculum: Math – number skills and number sense, Science – phases of moon based on 30 day cycle
21st Century Skills: Calendar Helper (Personal Responsibility), calendar website (ICT Communication and Information
Skills)
Lesson Ideas:
 Biographies Unit – study/record life timeline (during African American History Month, famous Americans, etc.).
Student choice reports/project (diorama, etc.) on Social Political Leaders, Special Person of the Week – create
timeline of own life.
Technology: Kidpix to create timeline with text and graphics (Create a document including text and graphics, print
information) research on internet using Interactive Technology or computer, Biography video clips, publish a
written piece in Microsoft Word (using spell check)
Resources: Non-fiction biography literature, Encyclopedia, Internet (http://www.biography-center.com/), student
personal experience, video clips www.unitedstreaming.com
Cross Curriculum: Language Arts – research and reporting, sequencing events
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills. Life Skills – Personal Productivity, Self-Direction)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
31
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Compare daily life in
the past and present
demonstrating an
understanding that
while basic human
needs remain the
same, they are met in
different ways in
different times and
places.
INDICATOR
4. Use historical
artifacts, photographs,
biographies, maps,
diaries and folklore to
answer questions about
daily life in the past.
H
C
2.4
"
5. Identify the work that
people performed to
make a living in the past
and explain how jobs in
the past are similar
and/or different from
those of today.
H
C
2.5
"
6. Identify and describe
examples of how science
and technology have
changed the daily lives
of people and compare:
a. Forms of
communication from
the past and present;
b. Forms of
transportation from
the past and present.
H
C
2.6
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Biography Unit/Projects. Hale Farm and Village field trip, pre- and post- trip explorations of maps, artifacts,
pictures of Hale Farm, Community resource person to share experiences/artifacts. Family Interviews.
Technology: map websites, video clips on internet, class mapping activity using Interactive Technology, research
on historical artifacts on website (log in, start and exit programs)
Resources: Farm maps, farm tour, community/family member, non-fiction books, internet maps
(http://www.maps.com/FunFacts.aspx?nav=FF)
Cross Curriculum: Language Arts – Communications Oral and Visual
21st Century Skills: Field Trip, Interview (Thinking and Learning Skills – Communication and Information, Life
Skills – People Skills, Social Responsibility)
Lesson Ideas:
 Guest Speakers with a variety of careers – students prepare for interview with questions, Venn Diagram to
compare or contrast, research using picture books/internet, “intern” with school employees (cafeteria, office,
grounds, or janitorial staff).
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check)
Resources: community volunteers, graphic organizers, Non-fiction picture books, internet, Interactive Technology
software
Cross Curriculum: Language Arts – demonstrate comprehension using graphic organizers, Acquiring information
from multiple sources (interview, surveys, etc.)
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and Information
Skills, Life Skills – People Skills, Accountability, 21st Century Content – Civic Literacy)
Lesson Ideas:
 Guest Speakers – students prepare for interview with questions, Venn Diagram to compare on contrast, research
using picture books/internet to research. Group project – students create choice project to show changes in
transportation/communication over time.
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check)
Resources: community volunteers, graphic organizers, Non-fiction picture books, internet, Interactive Technology
software
Cross Curriculum: Language Arts – demonstrate comprehension using graphic organizers, Acquiring information
from multiple sources (interview, surveys, etc.)
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and Information
Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability, 21st Century Content –
Civic Literacy)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
32
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Recognize that the
actions of individuals
make a difference,
and relate the stories
of people from
diverse backgrounds
who have contributed
to the heritage of the
United States.
INDICATOR
7. Recognize the importance of individual action
and character and explain
how they have made a
difference in others’ lives
with emphasis on the
importance of:
a. Social and political
leaders in the United
States (e.g., George
Washington, Thomas
Jefferson, Tecumseh,
Harriet Tubman,
Abraham Lincoln,
Sojourner Truth, Susan
B. Anthony and Martin
Luther King Jr.);
b. Explorers, inventors and
scientists (e.g., George
Washington Carver,
Thomas Edison, Charles
Drew, Rachel Carson
and Neil Armstrong).
PEOPLE IN SOCIETIES
Identify practices and 8. Describe the cultural
products of diverse
practices and products of
cultures.
people on different
continents.
H
D
2.7
Lesson Ideas:
 Biographies Unit – study/record life timeline. Student choice reports/project (diorama, etc.) on Social Political
Leaders. Special Person of the Week – create timeline of own life. Responsive Classroom – morning meeting,
rules and logical consequences
Technology: Kidpix to create timeline with text and graphics (Create a document including text and graphics, print
information) research on internet using Interactive Technology or computer, Biography video clips, publish a
written piece in Microsoft Word (using spell check)
Resources: Non-fiction biography literature, Encyclopedia, Internet (http://www.biography-center.com/), student
personal experience, video clips www.unitedstreaming.com The First Six Weeks of School
Cross Curriculum: Science – scientists share findings with others, work impacts daily life. Language Arts –
Reading Applications: Informational, Technical and Persuasive text
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills, Collaboration. Life Skills – Personal Productivity, SelfDirection, Ethics. 21st Century Content – Civic Literacy)
PS
A
2.1
Lesson Ideas:
 Heritage Unit – family/ancestor interview. World's Fair – research, choice and group projects, presentation at
World’s Fair. Brochures, research webs. Interactive Interactive Technology activities (unitedstreaming.com).
This Is The Way We Go To School with a compare/contrast organizer.
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research, Foreign Language Curriculum Connection
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and Information
Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability, 21st Century Content –
Global Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
33
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify ways that
different cultures
within the United
States and the world
have shaped our
national heritage.
INDICATOR
9. Describe ways in
which language, stories,
folktales, music and
artistic creations serve as
expressions of culture
and influence the
behavior of people living
in a particular culture.
PS
B
2.2
Lesson Ideas:
 Heritage Unit – family/ancestor interview. World's Fair – research, choice and group projects, presentation at
World’s Fair. Brochures, research webs. Interactive Interactive Technology activities (unitedstreaming.com).
This Is The Way We Go To School with a compare/contrast organizer.
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research, Foreign Language Curriculum Connection
"
10. Explain how
contributions of different
cultures within the
United States have
influenced our common
national heritage.
PS
B
2.3
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability, 21st
Century Content – Global Awareness)
Lesson Ideas:
 Heritage Unit – family/ancestor interview. World's Fair – research, choice and group projects, presentation at
World’s Fair. Brochures, research webs. Interactive Interactive Technology activities (unitedstreaming.com).
This Is The Way We Go To School with a compare/contrast organizer.
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research, Foreign Language Curriculum Connection
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability, 21st
Century Content – Global Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
34
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify ways that
different cultures
within the United
States and the world
have shaped our
national heritage.
(cont.)
INDICATOR
11. Describe the
contributions of
significant individuals,
including artisans,
inventors, scientists,
architects, explorers and
political leaders to the
cultural heritage of the
United States.
PS
B
2.4
Lesson Ideas:
 Heritage Unit – family/ancestor interview. World's Fair – research, choice and group projects, presentation at
World’s Fair. Brochures, research webs. Interactive Interactive Technology activities (unitedstreaming.com).
This Is The Way We Go To School with a compare/contrast organizer.
Technology: Interactive Technology for interactive Venn Diagram, use Microsoft Word to create interview sheet
(print information, change font and size, perform spell check), import pictures of family/ancestors into choice
project (place digital images into a document)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research, Foreign Language Curriculum Connection
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skills. Life Skills – People Skills, Accountability, 21st
Century Content – Global Awareness)
GEOGRAPHY
Identify the location
of the state of Ohio,
the United States, the
continents and oceans
on maps, globes and
other geographic
representations.
12. Read and interpret a
variety of maps.
GEO
A
2.1
Lesson Ideas:
 Read aloud Mapping Penny’s World and students map classroom/bedroom, compass rose/map key activities.
Large group project sorting continents using globe or map as reference. Interactive Technology software–
interactive continent click and drag game, “Where In The World” globe/map game, students complete map,
using Kidspiration or create map, using Kidpix.
Technology: create, name and save files, start and exit programs, save files to home folder on network
Resources: encyclopedias, non-fiction picture books, Mrs. Butler’s Websites – Geography, Interactive Technology
software, large laminated continent puzzle pieces/map
Cross Curriculum: Foreign Language Curriculum Connection
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation. Life Skills –
Personal Productivity. 21st Century Content – Global Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
35
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify the location
of the state of Ohio,
the United States, the
continents and oceans
on maps, globes and
other geographic
representations.
(cont.)
INDICATOR
13. Construct a map that
includes a map title and
key that explains all
symbols that are used.
GEO
A
2.2
Lesson Ideas:
 Read aloud Mapping Penny’s World and students map classroom/bedroom, compass rose/map key activities. Large
group project sorting continents using globe or map as reference. Interactive Technology software– interactive
continent click and drag game, “Where In The World” globe/map game, students complete map, using Kidspiration or
create map, using Kidpix.
Technology: create, name and save files, start and exit programs, save files to home folder on network
Resources: encyclopedias, non-fiction picture books, Mrs. Butler’s Websites – Geography, Interactive Technology
software, large laminated continent puzzle pieces/map
Cross Curriculum: Foreign Language Curriculum Connection
"
14. Name and locate the
continents and oceans.
GEO
A
2.3
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation. Life Skills – Personal
Productivity. 21st Century Content – Global Awareness)
Lesson Ideas:
 Read aloud Mapping Penny’s World and students map classroom/bedroom, compass rose/map key activities. Large
group project sorting continents using globe or map as reference. Interactive Technology software– interactive
continent click and drag game, “Where In The World” globe/map game, students complete map, using Kidspiration or
create map, using Kidpix
Technology: create, name and save files, start and exit programs, save files to home folder on network
Resources: encyclopedias, non-fiction picture books, Mrs. Butler’s Websites – Geography, Interactive Technology
software, large laminated continent puzzle pieces/map
Cross Curriculum: Foreign Language Curriculum Connection
Identify physical and
human features of
places.
15. Describe and locate
landforms (plateaus,
islands, hills, mountains,
valleys) and bodies of
water (creeks, ponds,
lakes, oceans) in
photographs, maps and
3-D models.
GEO
B
2.4
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation. Life Skills – Personal
Productivity. 21st Century Content – Global Awareness)
Lesson Ideas:
 Students work collaboratively to use pizza box tops and salt dough or Crayola Clay to make salt dough maps showing
topography. Non-Fiction picture books. Students make the dough to practice measurement. Students create their own
topographic map online or in Kidpix. Students can create dioramas of topography.
Technology: students research salt dough recipes, and make topographic maps online
http://spaceplace.nasa.gov/en/kids/srtm_makemap.shtml (use paint tools to create graphics, change printer from black and
white to color)
Resources: Salt dough recipes http://www.cooks.com/rec/search/0,1-0,salt_dough_maps,FF.html Non-fiction picture
books (check school bookroom)
Cross Curriculum: Science – Scientific Inquiry, Math – Measurement Units
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Creativity and Innovation, Collaboration. Life
Skills – People Skills, Personal and Social Responsibility, Leadership. 21 st Century Content – Global Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
36
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain how
16. Compare how land is
environmental
used in urban, suburban
processes influence
and rural environments.
human activity and
ways humans depend
on and adapt to the
environment.
Explain how
environmental
processes influence
human activity and
ways humans depend
on and adapt to the
environment. (cont.)
17. Identify ways in
which people have
responded to and
modified the physical
environment such as
building roads and
clearing land for urban
development.
GEO
C
2.5
Lesson Ideas:
 Class breaks into groups, each group studies and presents an environment (urban, suburban, and rural) in a form of
their choice. Then studies are reported, students use graphic organizer to compare and contrast. Each group views a
video clip (or reads a picture book) about life in their environment. Discusses differences, changes with class, or
students work in groups to complete web quest to help a family choose where to live.
http://coe.west.asu.edu/students/lmyers/wq/
Technology: Interactive Technology, map quest project, internet research (log in, start and exit programs)
GEO
C
2.6
Resources: Non-fiction picture books, http://coe.west.asu.edu/students/lmyers/wq/
Cross Curriculum: Language Arts – Communication and Oral: Speaking Skills and Strategies
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – Leadership, Adaptability. 21st Century Content – Business and Entrepreneurship)
Lesson Ideas:
 Class breaks into groups, each group studies and presents an environment (urban, suburban, and rural) in a form of
their choice. Then studies are reported, students use graphic organizer to compare and contrast. Each group views a
video clip (or reads a picture book) about life in their environment. Discusses differences, changes with class, or
students work in groups to complete web quest to help a family choose where to live
http://coe.west.asu.edu/students/lmyers/wq/
Technology: Interactive Technology, map quest project, internet research (log in, start and exit programs)
Resources: Non-fiction picture books, http://coe.west.asu.edu/students/lmyers/wq/
Cross Curriculum: Language Arts – Communication and Oral: Speaking Skills and Strategies
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – Leadership, Adaptability. 21st Century Content – Business and Entrepreneurship)
ECONOMICS
Explain how the
scarcity of resources
requires people to
make choices to
satisfy their wants.
18. Explain how
resources can be used in
various ways (e.g., a
bushel of corn could be
fed to cows, used to
make sweetener, or
converted to fuel).
E
A
2.1
Lesson Ideas
 Role-play with entire class. Have minimal resources (cup of corn, 2 sheets of paper, 2 pieces of wood, dirt,
water, seed, etc.) Students then come up with creative ways to solve the problem of limited resources. Discuss
sharing resources with all.
Technology: Research how resources are used, Interactive Technology list of each resources and its use (starting
and exiting programs)
Resources: explanation of scarcity and its impact on goods and services - http://williamking.www.drexel.edu/top/prin/txt/Neoch/Eco111l.html
Cross Curriculum: Science – Scientific Inquiry, and Scientific Ways of Knowing, Language Arts - research
21st Century Skills: (Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity and
Innovation, Collaboration. Life Skills – Ethics. 21st Century Content – Civic Literacy)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
37
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Distinguish between
goods and services
and explain how
people can be both
buyers and sellers of
goods and services.
"
"
INDICATOR
19. Explain how people
are both buyers and
sellers of goods and
services.
20. Recognize that most
people work in jobs in
which they produce a
few special goods or
services.
21. Explain why people
in different parts of the
world earn a living in a
variety of ways.
E
B
2.2
E
B
2.3
E
B
2.4
Lesson Ideas
 Mini-Society. Grade level activity – each class votes on a country, currency, symbols, etc. Students create
business plans for goods/services that they will sell to other “countries”. Students advertise and sell their
products. Students vote on bankers to manage money. Community volunteers in to discuss products/services
made and sold. Junior Achievement economics lesson. Students design money, country symbols, etc. in KidPix
Technology: save files, create document using text and graphics, switching printer from black and white to color
Resources: Community Members, Junior Achievement, Follow the Money picture book
Cross Curriculum: Math – Count Money and Make Change
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation, Collaboration. Life Skills –
Personal Productivity, Personal Responsibility, Leadership. 21 st Century Content – Financial, Economic Businesses and
Entrepreneurship)
Lesson Ideas:
 Mini-Society. Grade level activity – each class votes on a country, currency, symbols, etc. Students create
business plans for goods/services that they will sell to other “countries”. Students advertise and sell their
products. Students vote on bankers to manage money. Community volunteers in to discuss products/services
made and sold. Junior Achievement economics lesson. Students design money, country symbols, etc. in KidPix
Technology: save files, create document using text and graphics, switching printer from black and white to color
Resources: Community Members, Junior Achievement, Follow the Money picture book
Cross Curriculum: Math – Count Money and Make Change
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation, Collaboration. Life Skills –
Personal Productivity, Personal Responsibility, Leadership. 21 st Century Content – Financial, Economic Businesses and
Entrepreneurship)
Lesson Ideas:
 Mini-Society. Grade level activity – each class votes on a country, currency, symbols, etc. Students create business
plans for goods/services that they will sell to other “countries”. Students advertise and sell their products. Students
vote on bankers to manage money. Community volunteers in to discuss products/services made and sold. Junior
Achievement economics lesson. Students design money, country symbols, etc. in KidPix. Discussion using Venn
Diagram of how living in different places affects employment.
Technology: save files, create document using text and graphics, switching printer from black and white to color
Resources: Community Members, Junior Achievement, Follow the Money picture book
Cross Curriculum: Math – Count Money and Make Change
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation, Collaboration. Life Skills –
Personal Productivity, Personal Responsibility, Leadership. 21 st Century Content – Financial, Economic Businesses and
Entrepreneurship)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
38
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain ways that
22. Recognize that
people may obtain
money is a generally
goods and services.
accepted medium of
exchange for goods and
services and that
different countries use
different forms of
money.
E
C
2.5
Lesson Ideas:
 Mini-Society. Grade level activity – each class votes on a country, currency, symbols, etc. Students create
business plans for goods/services that they will sell to other “countries”. Students advertise and sell their
products. Students vote on bankers to manage money. Community volunteers in to discuss products/services
made and sold. Junior Achievement economics lesson. Students design money, country symbols, etc. in KidPix
Technology: save files, create document using text and graphics, switching printer from black and white to color
Resources: Community Members, Junior Achievement, Follow the Money picture book
Cross Curriculum: Math – Count Money and Make Change
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation, Collaboration. Life Skills
– Personal Productivity, Personal Responsibility, Leadership. 21 st Century Content – Financial, Economic
Businesses and Entrepreneurship)
GOVERNMENT
Identify elected
leaders and authority
figures in the home,
school and
community and
explain reasons for
having persons in
authority.
23. Identify leaders such
as mayor, governor and
president, and explain
that they are elected by
the people.
GOV
A
2.1
Lesson Ideas:
 Create a group “flow chart” that differentiates between Mayor, Governor, and President to introduce. Create
class “city” where students learn to run for a position, vote on a leader. Then students take a poll of class
wants/needs of Mayor, and then discuss what is feasible, and feasible (see Government Projects p. 28). Students
can create “flowing government” using a coat hanger (p. 12). Real Mayor to come in after project completed.
Technology: Students can create campaign posters, etc. in KidPix, can tally votes as they come using Interactive
Technology (print information on your own; create a document using text and graphics, save files in a folder or on
the network)
Resources: Government Projects by Carole Marsh. Mrs. Butler’s website for local government:
http://www.chagrin-falls.k12.oh.us/cfis/Common/Butlerweb/chagrinfallsvillage/Chagrinfallsvillage.html
Cross Curriculum: Language Arts – deliver informal presentations
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation, Communication and
Informational. Life Skills – Leadership, Accountability. 21st Century Content – Civic Literacy)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
39
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify elected
leaders and authority
figures in the home,
school and
community and
explain reasons for
having persons in
authority. (cont.)
Recognize and
explain the
importance of
symbols and
landmarks of the
United States.
INDICATOR
24. Explain how a
system of government
provides order to a group
such as a school or
community and why
government is necessary
including:
a. Making and enforcing
laws;
b. Providing leadership;
c. Providing services;
d. Resolving disputes.
25. Explain the
importance of landmarks
in the United States and
the ideals that they
represent including:
a. The Washington
Monument;
b. The Jefferson
Memorial;
c. The Lincoln Memorial.
GOV
A
2.2
GOV
B
2.3
Lesson Ideas:
 Read Kingdom with No Rules, No Laws, Responsive Classroom – Rules and logical consequences (created by
students to meet their Hopes and Dreams), relate to government, Junior Achievement Unit, guest speaker (fire
dept., police officer, Mayor)
Technology: Use Interactive Technology to create a power point or a sort differentiating between rules and laws,
Interactive government game on Ben’s Guide to Government (start and exit a program)
Resources: Kingdom with No Rules, No Laws, The First Six Weeks of School, Junior Achievement. Your guide to
Government online: http://bensguide.gpo.gov/k-2/index.html
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration. Life
Skills – Social Responsibility, Self-Direction, Personal Responsibility, Accountability, Adaptability. 21 st Century
Content – Civic Literacy)
Lesson Ideas:
 Introduce each symbol with a Non-fiction picture book, or website on the Interactive Technology
(www.unitedstreaming.com), and then students create their own symbols book. Hands-on symbols sort using
Interactive Technology software. Interactive symbols match game
(http://www.primarygames.com/social_studies.htm) Students research one landmark online, complete web in
Kidspiration, then draw picture of landmark in KidPix
Technology: start and exit programs, save files in folder or on network, print information, use graphic organizers or
templates
Resources: Interactive Technology software, www.primarygames.com, Non-fiction picture books
Cross Curriculum: Language Arts – Reading Applications, Informational, Technical, and Persuasive text
Explain the purposes
of rules in different
settings and the
results of adherence
to, or violation of, the
rules.
26. Explain the purpose
of rules in the
workplace.
GOV
C
2.4
21st Century Skills: (ICT and Thinking and Learning Skills –Creativity and Innovation Skills. Life Skills –
Personal Productivity. 21st Century Content – Civic Literacy)
Lesson Ideas:
 Read Kingdom with No Rules, No Laws, Responsive Classroom – Rules and logical consequences (created by
students to meet their Hopes and Dreams), relate to government, Junior Achievement Unit, guest speaker (fire
dept., police officer, Mayor)
Technology: Use Interactive Technology to create a power point or a sort differentiating between rules and laws,
Interactive government game on Ben’s Guide to Government (start and exit a program)
Resources: Kingdom with No Rules, No Laws, The First Six Weeks of School, Junior Achievement. Your guide to
Government online: http://bensguide.gpo.gov/k-2/index.html
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration. Life
Skills – Social Responsibility, Self-Direction, Personal Responsibility, Accountability, Adaptability. 21 st Century
Content – Civic Literacy)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
40
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain the purposes
of rules in different
settings and the
results of adherence
to, or violation of, the
rules. (cont.)
INDICATOR
27. Predict the
consequences of
following rules or
violating rules in
different settings.
GOV
C
2.5
Lesson Ideas:
 Read Kingdom with No Rules, No Laws, Responsive Classroom – Rules and logical consequences (created by
students to meet their Hopes and Dreams), relate to government, Junior Achievement Unit, guest speaker (fire
dept., police officer, Mayor)
Technology: Use Interactive Technology to create a power point or a sort differentiating between rules and laws,
Interactive government game on Ben’s Guide to Government (start and exit a program)
Resources: Kingdom with No Rules, No Laws, The First Six Weeks of School, Junior Achievement. Your guide to
Government online: http://bensguide.gpo.gov/k-2/index.html
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration. Life
Skills – Social Responsibility, Self-Direction, Personal Responsibility, Accountability, Adaptability. 21 st Century
Content – Civic Literacy)
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Describe the results
28. Demonstrate skills
CRR
of cooperation in
and explain the benefits
A
group settings and
of cooperation when
2.1
demonstrate the
working in group
necessary skills.
settings:
a. Manage conflict
peacefully;
b. Display courtesy;
c. Respect others.
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Follow the 5 lesson plans for the “Talk It Out Curriculum” Fiction
and Non-fiction picture books. Student created booklets on problem solving.
Technology: www.responsiveclassroom.com , use Interactive Technology for the Talk It Out question and answers
(starting and exiting a program)
Resources: First Six Weeks of School, Mrs. Piggly Wiggly books, Talk It Out, Conflict Resolution in the
Elementary Classroom by Barbara Porro, Interactive Technology software, Mean Jean the Recess Queen, When
Sophie Gets Angry...Really, Really Angry, Alexander’s No Good, Very Bad Day
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
41
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Demonstrate personal
accountability,
including making
choices and taking
responsibility for
personal actions.
INDICATOR
29. Demonstrate selfdirection in tasks within
the school community
(e.g., classroom,
cafeteria and
playground).
CRR
B
2.2
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Follow the 5 lesson plans for the “Talk It Out Curriculum” Fiction
and Non-fiction picture books. Student created booklets on problem solving.
Technology: www.responsiveclassroom.com , use Interactive Technology for the Talk It Out question and answers
(starting and exiting a program)
Resources: First Six Weeks of School, Mrs. Piggly Wiggly books, Talk It Out, Conflict Resolution in the
Elementary Classroom by Barbara Porro, Interactive Technology software, Mean Jean the Recess Queen, When
Sophie Gets Angry, Really, Really Angry, Alexander’s No Good, Very Bad Day
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
"
30. Demonstrate
citizenship traits
including:
a. Honesty;
b. Self-assurance;
c. Respect for the rights
of others;
d. Persistence;
e. Patriotism.
CRR
B
2.3
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Building wide Tiger PRIDE program, Follow the 5 lesson plans for the “Talk It Out Curriculum” Fiction
and Non-fiction picture books. Student created booklets on problem solving.
Technology: www.responsiveclassroom.com , use Interactive Technology for the Talk It Out question and answers
(starting and exiting a program)
Resources: First Six Weeks of School, Mrs. Piggly Wiggly books, Talk It Out, Conflict Resolution in the
Elementary Classroom by Barbara Porro, Interactive Technology software, Mean Jean the Recess Queen, When
Sophie Gets Angry, Really, Really Angry, Alexander’s No Good, Very Bad Day
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21 st Century Content – Civic Literacy, Health and Wellness
Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
42
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
SOCIAL STUDIES SKILLS AND METHODS
Obtain information
31. Obtain information
from oral, visual,
from oral, visual and
print and electronic
print sources.
sources.
SM
A
2.1
Lesson Ideas:
 Previously mentioned Heritage unit, landmark computer project, biography choice projects, interviews
Technology: Interactive Technology and internet for research, use Microsoft Word organize and record research
information (print information, change font and size, perform spell check)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research
"
32. Identify sources used
to gather information:
a. People;
b. Printed materials;
c. Electronic sources.
SM
A
2.2
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability)
Lesson Ideas:
 Previously mentioned Heritage unit, landmark computer project, biography choice projects, interviews
Technology: Interactive Technology and internet for research, use Microsoft Word organize and record research
information (print information, change font and size, perform spell check)
Resources: encyclopedias, non-fiction country books, graphic organizers, internet
(http://www.mrnussbaum.com/continentscode2.htm) Interactive Technology software
Cross Curriculum: Language Arts – Writing Applications – Research
Predict outcomes
based on factual
information.
33. Predict the next
event in a sequence.
SM
B
2.3
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability)
Lesson Ideas:
 Biographies Unit – study/record life timeline, Student choice reports/project (diorama, etc.) on Social Political
Leaders, Special Person of the Week – create timeline of own life.
Technology: Kidpix to create timeline with text and graphics (Create a document including text and graphics, print
information) research on internet using Interactive Technology or computer, Biography video clips, publish a
written piece in Microsoft Word (using spell check)
Resources: Non-fiction biography literature, Encyclopedia, Internet (http://www.biography-center.com/), student
personal experience, video clips www.unitedstreaming.com
Cross Curriculum: Language Arts – research and reporting, sequencing events
21st Century Skills: Choice report/project (ICT Literacy and Thinking and Learning Skills – Creativity and
Innovations Skills, Communication and Information Skills. Life Skills – Personal Productivity, Self-Direction)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
43
SOCIAL STUDIES
GRADE 2
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
"
34. Distinguish the
difference between fact
and fiction in oral, visual
and print materials.
SM
B
2.4
Lesson Ideas:
 Interactive Technology sort with fact or fiction game (students determine if SS information is fact or fiction)
Technology: Interactive Technology interactive game (starting and exiting programs)
Resources: encyclopedias, non-fiction picture books, Interactive Technology software
Cross Curriculum: Language Arts – Reading Applications, Informational, Technical and Persuasive Text
Communicate
information orally,
visually or in writing.
35. Communicate
information in writing.
SM
C
2.5
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Collaboration, Communication and
Information Skills, Critical Thinking and Problem Solving Skill. Life Skills – People Skills, Accountability)
Lesson Ideas:
 Students create travel brochure for country of study. Related to the World’s Fair and Heritage projects. Students
research country, organize writing on graphic organizer, determine important facts, publish brochure
Technology: Interactive Technology and computers for research (log in, starting and exiting programs)
Resources: encyclopedias, non-fiction picture books, internet, graphic organizer by topic (food, traditions, climate,
other, etc.)
Cross Curriculum: Language Arts – Writing Applications, Writing Conventions, Research
Identify a problem
and work in groups to
solve it.
36. Use problemsolving/decision-making
skills to identify a
problem and gather
information while
working independently
and in groups.
SM
D
2.6
21st Century Skills: (Thinking and Learning Skills – Collaboration, Communication and Information Skills. Life
Skills – Personal Productivity, Self-Direction)
Lesson Ideas:
 Logical consequences, hopes and dreams, Building wide Tiger PRIDE program, follow the 5 lesson plans for the
“Talk It Out Curriculum” Fiction and Non-fiction picture books. Student created booklets on problem solving.
Technology: www.responsiveclassroom.com , use Interactive Technology for the Talk It Out question and answers
(starting and exiting a program)
Resources: First Six Weeks of School, Mrs. Piggly Wiggly books, Talk It Out, Conflict Resolution in the
Elementary Classroom by Barbara Porro, Interactive Technology software, Mean Jean the Recess Queen, When
Sophie Gets Angry, Really, Really Angry, Alexander’s No Good, Very Bad Day
21st Century Skills: (Thinking and Learning Skills –Critical Thinking and Problem Solving, Collaboration,
Creativity and Innovation Skills. Life Skills – Social Responsibility, Self-Direction, Personal Responsibility,
Accountability, Adaptability, Ethics, Leadership. 21st Century Content – Civic Literacy, Health and Wellness
Awareness)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
44
GRADE 3
45
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
HISTORY
Construct time lines
1. Define and measure
to demonstrate an
time by years, decades
understanding of
and centuries.
units of time and
chronological order.
H
A
3.1
Lesson Ideas:
 Students will create a time line of the local history of Chagrin Falls during the Chagrin Falls Local History Unit.
Students will work in small groups to draw historically appropriate pictures as well as write a summary of events
along the time line.
* Teach lesson in conjunction with following indicator HA 3.2 Place local historical events in sequential order on a
time line.
Technology: Use Interactive Technology or computer to have students reference events along time line.
www.ohiohistorycentral.org
Resources: Chagrin Falls: An Ohio Village History by the Chagrin Falls Historical Society – Editor Laura Gorretta;
www.ohiohistorycentral.org/ohio_across_time.php
Cross Curriculum: Math – Number Sense. Students will be able to place events in chronological order. Research
and Language Arts – Informational Text and Non-Fiction Applications
21st Century Skills: Collaboration and self-direction. ICT Communication and Information Skills
"
2. Place local historical
events in sequential
order on a time line.
H
A
3.2
Lesson Ideas:
 Students will create a time line of the local history of Chagrin Falls during the Chagrin Falls Local History Unit.
Students will work in small groups to draw historically appropriate pictures as well as write a summary of events
along the time line.
* Teach lesson in conjunction with following indicator HA 3.1 Define and measure time by years, decades and
centuries.
Technology: Use Interactive Technology or computer to have students reference events along time line.
www.ohiohistorycentral.org
Resources: Chagrin Falls: An Ohio Village History by the Chagrin Falls Historical Society – Editor Laura Gorretta;
www.ohiohistorycentral.org/ohio_across_time.php
Cross Curriculum: Math – Number Sense. Students will be able to place events in chronological order.
21st Century Skills: Collaboration and Self-Direction. ICT Communication and Information Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
46
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain how new
3. Describe changes in
developments led to
the community over time
the growth of the
including changes in:
United States.
a. Businesses;
b. Architecture;
c. Physical features;
d. Employment;
e. Education;
f. Transportation;
g. Technology;
h. Religion;
i. Recreation.
PEOPLE IN SOCIETIES
Compare practices
4. Compare some of the
and products of North cultural practices and
American cultural
products of various
groups.
groups of people who
have lived in the local
community including:
a. Artistic expression;
b. Religion;
c. Language;
d. Food.
"
5. Compare the cultural
practices and products of
the local community
with those of other
communities in Ohio, the
United States and
countries of the world.
H
C
3.3
Lesson Ideas:
 Students will determine changes over time by using both past and present photographs of our local community.
These changes over time will reflect the corresponding aspects of our local community, business, architecture,
physical features, employment, education, transportation, technology, religion and recreation.
Technology: Use Interactive Technology or computer to have students reference local historical photographs that
display the changes in our local community. www.ohiomemory.org. Students will create on-line scrapbook of
photographs. www.google.com/googleearth may be used to view current photographs of Chagrin Falls.
Resources: Chagrin Falls: An Ohio Village History by the Chagrin Falls Historical Society – Editor Laura Gorretta;
Photographs of community. Chagrin Falls historical slideshow.
Cross Curriculum: Language Arts – Writing Applications - Research
21st Century Skills: Communication, Self Direction and Critical thinking
PS
A
3.1
Lesson Ideas:
 Family Holiday Tradition Lesson – Students will research various cultural and religious holiday traditions
celebrated by their immediate families. Students will share and discuss their traditions as well as write a formal
report explaining their tradition based on cultural practices.
Technology: Use Interactive Technology or computer to have students create graphic organizer in KidPix or like
application. Students will also use Microsoft Word to present written communication. www.santaclaus.com and
www.Christmasaroundtheworld.com
Resources: Family Interview Sheet and Graphic Organizer. Internet and Interactive Technology
Cross Curriculum: Language Arts - Writing – Research and paragraph writing.
PS
A
3.2
21st Century Skills: Communication, Information skills, Global Awareness, Self Direction and Critical thinking
Lesson Ideas:
 Students will communicate through writing and technology to survey one elementary school in each state on
regional products and practices. (i.e.: foods, recreation, religion, etc.) Great Mail Race.
Technology: Use Interactive Technology or computer to have students create research topics and contact other
peers in various elementary schools across the country.
Resources: Completed surveys received in the mail from other schools. Computer and email and communication
via internet. www.share1.esd105.wednet.edu/blackl/greatmailrace.htm
Cross Curriculum: Language Arts – Formal Letter Writing and Research
21st Century Skills: Communication, Information skills, Global Awareness, Self Direction, People Skills and
Critical thinking.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
47
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain the reasons
people from various
cultural groups came
to North America and
the consequences of
their interactions with
each other
INDICATOR
6. Describe settlement
patterns of various
cultural groups within
the local community.
PS
B
3.3
Lesson Ideas:
 Self-paced, discovery learning lesson regarding the settlement of Chagrin Falls by the various cultural groups.
Students will use computers and Interactive Technology to find the origins of the people who founded our local
community.
Technology: Use Interactive Technology or computer to have students reference local historical photographs that
display the changes in our local community. www.ohiomemory.org. Students will create on-line scrapbook of
photographs. www.google.com/googleearth may be used to current photographs of Chagrin Falls.
Resources: www.chagrinfalls.net and Chagrin Falls Historical Society Field Trip
Cross Curriculum: Language Arts – Informational Text and Non-Fiction Applications
21st Century Skills: Civic Literacy, Self Direction
GEOGRAPHY
Use map elements or
coordinates to locate
physical and human
features of North
America.
7. Use political maps,
physical maps and aerial
photographs to ask and
answer questions about
the local community.
GEO
A
3.1
Lesson Ideas:
 Students will look at various aerial photographs of our local community beginning with a picture of the entire
globe. Students will then drill down to locate North America, Ohio, Chagrin Falls and then finally arrive at the
Popcorn Shop. Students will use Google Earth to task a satellite and zoom in to our local community from outer
space by using geographical features of North America; i.e. Atlantic Ocean, Lake Erie and the Ohio River.
Technology: Use Interactive Technology or computer to have students reference local historical photographs that display
the changes in our local community. www.ohiomemory.org. Students will create on-line scrapbook of photographs.
www.google.com/googleearth may be used to current photographs of Chagrin Falls.
Resources: www.googleearth.com
Cross Curriculum: Science – Scientific Inquiry and Scientific Process
"
8. Use a compass rose
and cardinal directions to
describe the relative
location of places.
GEO
A
3.2
21st Century Skills: Information skills, Global Awareness, People Skills and Critical thinking.
Lesson Ideas:
 Making the Compass Rose Lesson – Students will create a compass rose by coloring and labeling the cardinal
and intermediate directions. Students will then paste their compass roses on a poster board in corresponding
order of the directions. Students will then use a map of the United States and the associated compass rose to
locate states in relation to one another.
Technology: Use Interactive Technology or computer to have students reference www.ecarter.k12.mo.us for geography
games and interactive lessons regarding mapping.
Resources: Compass Rose Activity Guide, US Map and Interactive Technology, www.maps.com/games/
Cross Curriculum: Art
21st Century Skills: Information skills, Global Awareness and Creativity
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
48
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use map elements or
coordinates to locate
physical and human
features of North
America. (cont.)
INDICATOR
9. Read and interpret
maps by using the map
title, map key, direction
indicator and symbols to
answer questions about
the local community.
REF.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
GEO
A
3.3
Lesson Ideas:
 Neighborhood Map Machine Lesson – Students will create a map of their neighborhood including the map title,
map key, direction indicator and symbols for their neighborhood.
Technology: Interactive Technology, map quest project, internet research (log in, start and exit programs)
Resources: Map Machine Software (Gurney Server) and Computers
Cross Curriculum: Math – Coordinate Systems
"
10. Use a number/letter
grid system to locate
physical and human
features on a map.
GEO
A
3.4
21st Century Skills: Information skills, Global Awareness and Creativity
Lesson Ideas:
 Trailblazers Unit 7 Mapping and Mapping Lesson 4 Mr. Origin. Students will use a numbered grid system to
move an object through a designated mapping system.
Technology: Use Interactive Technology or computer to have students reference www.ecarter.k12.mo.us for
geography games and interactive lessons regarding mapping.
Resources: Trailblazers resource guide and Mr. Origin hardware
Cross Curriculum: Math – Mapping Coordinates
"
11. Identify the location
of the equator, Arctic
Circle, Antarctic Circle,
North Pole, South Pole,
Prime Meridian, the
tropics and the
hemispheres on maps
and globes.
GEO
A
3.5
21st Century Skills: Information skills, Global Awareness and Creativity
Lesson Ideas:
 Papier-Mâché Globes – Students will make globes according to scale out of papier-mâché. The globes will be
labeled with the oceans, continents, prime meridian and equator. Students will also be able to identify the
hemispheres.
Technology: Use Interactive Technology or computer to have students reference www.ecarter.k12.mo.us for
geography games and interactive lessons regarding mapping.
Resources: Art supplies and activity guide, atlas and globe
Cross Curriculum: Art. Math – Measurement standard
21st Century Skills: Global Awareness and Creativity
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
49
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify the physical
and human
characteristics of
places and regions in
North America.
INDICATOR
12. Identify and describe
the landforms and
climate, vegetation,
population and economic
characteristics of the
local community.
GEO
B
3.6
Lesson Ideas:
 Students will create a mini-atlas of our community that will include a page on landforms, climate, vegetation,
population and the economic characteristics.
Technology: Use Interactive Technology or computer to have students reference www.ecarter.k12.mo.us for
geography games and interactive lessons regarding mapping.
Resources: www.nationalatlas.gov to create maps
Cross Curriculum: Art, Writing-informational text, Math-statistical information
21st Century Skills: Communication, Creativity, Economic Literacy, Civic Literacy
Identify and explain
ways people have
affected the physical
environment of North
America and analyze
the positive and
negative
consequences.
13. Identify ways that
physical characteristics
of the environment (i.e.,
landforms, bodies of
water, climate and
vegetation) affect and
have been modified by
the local community.
GEO
C
3.7
Lesson Ideas:
 Chagrin Falls unit. Students will identify and discuss the dam on the Chagrin River and its affect on the
community. Students will discuss the importance of waterpower in relation to the mills that were prevalent in
the late 1800’s.
Technology: Use Interactive Technology or computer to have students reference local historical photographs that
display the changes in our local community. www.ohiomemory.org. Students will create on-line scrapbook of
photographs. www.google.com/googleearth may be used to current photographs of Chagrin Falls.
Resources: Chagrin Falls: An Ohio Village History by the Chagrin Falls Historical Society – Editor Laura Gorretta;
Photographs of community. Chagrin Falls historical slideshow.
Cross Curriculum: Language Arts – Writing Applications - Research
21st Century Skills: Communication, Self Direction and Critical thinking
Analyze ways that
transportation and
communication relate
to patterns of
settlement and
economic activity.
14. Identify systems of
transportation used to
move people and
products and systems of
communication used to
move ideas from place to
place.
GEO
D
3.8
Lesson Ideas:
 Create Venn Diagrams that compare transportation and communication past and present.
Technology: www.ohiohistorycentral.org for information and photographs to use as a part of final Venn Diagram.
Resources: Chagrin Falls History Book, www.ohiohistorycentral.org
Cross Curriculum: Writing for information, Viewing and Speaking
21st Century Skills: Critical Thinking, Communication and Information Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
50
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
ECONOMICS
Explain the
opportunity costs
involved in the
allocation of scarce
productive resources.
Explain why
entrepreneurship,
capital goods,
technology,
specialization and
division of labor are
important in the
production of goods
and services.
INDICATOR
15. Define opportunity
cost and give an example
of the opportunity cost of
a personal decision.
E
A
3.1
16. Identify people who
purchase goods and
services as consumers
and people who make
goods or provide
services as producers.
E
B
3.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
*This lesson clarification outlines the skills and methods for all of the third grade benchmarks for economics.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org,
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of economics not
visited by the third grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and Entrepreneurship)
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org www.benandjerrys.com
www.kidsbank.com and other websites can be used to supplement other aspects of economics not visited by the third
grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and Entrepreneurship)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
51
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain why
entrepreneurship,
capital goods,
technology,
specialization and
division of labor are
important in the
production of goods
and services. (cont.)
INDICATOR
17. Categorize economic
activities as examples of
production or
consumption.
E
B
3.3
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of
economics not visited by the third grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
"
18. Explain the
advantages and
disadvantages of
specialization and the
division of labor to
produce items.
E
B
3.4
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving,
Creativity and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and
Entrepreneurship)
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of
economics not visited by the third grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and Entrepreneurship)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
52
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain how
competition affects
producers and
consumers in a
market economy and
why specialization
facilitates trade.
INDICATOR
19. Identify different
forms of money used
over time, and recognize
that money facilitates the
purchase of goods,
services and resources
and enables savings.
E
C
3.5
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of
economics not visited by the third grade business activity.
"
20. Explain how the
local community is an
example of a market
where buyers and sellers
exchange goods and
services.
E
C
3.6
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and Entrepreneurship)
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of
economics not visited by the third grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving, Creativity
and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and Entrepreneurship)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
53
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain how
21. Identify examples of
competition affects
economic competition in
producers and
the local community.
consumers in a
market economy and
why specialization
facilitates trade.
(cont.)
E
C
3.7
Lesson Ideas:
 Third Grade Business – Students will create a grade level company that will promote a movie that will be shown
for grades one through three. The students will be responsible for every aspect of the implementation and
production of the goods and services provided by the company. Students will identify opportunity cost in
relation to their target demographic, identify the people who will be purchasing their goods and services,
discover the concept of division of labor and identify their competition. Students will develop candy bags for a
snack during the movie, create jobs for every third grader and sell tickets for a movie. The students will discover
the concept of overhead and set their target profit margin that will be donated to a charity.
Technology: Students will use computers to create and print signs for the promotion of the movie. The Interactive
Technology will be used as a model to create advertisements for the movie. www.econedlink.org
www.benandjerrys.com www.kidsbank.com and other websites can be used to supplement other aspects of
economics not visited by the third grade business activity.
Resources: Activity guide, Econ and Me Video, Movie Projector, Candy Snack Bags and the gym and chairs
Cross Curriculum: Math – Number Sense and Measurement Standard: Language Arts – Persuasive writing and
presentation skills
21st Century Skills: (ICT Literacy and Thinking and Learning Skills – Critical Thinking and Problem Solving,
Creativity and Innovation. Life Skills – leadership, adaptability. 21st Century Content – Business and
Entrepreneurship)
GOVERNMENT
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary.
22. Explain the major
functions of local
government including:
a. Promoting order and
security;
b. Making laws;
c. Settling disputes;
d. Providing public
services;
e. Protecting the rights
of individuals.
GVT
A
3.1
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for information and Language Arts – Informational Text and Non-Fiction
Applications
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
54
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary. (cont.)
INDICATOR
23. Explain the structure
of local governments and
identify local leaders
(e.g., township trustees,
county commissioners,
city council members or
mayor).
GVT
A
3.2
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for information and Language Arts – Informational Text and Non-Fiction
Applications
"
24. Identify the location
of local government
buildings and explain the
functions of government
that are carried out there.
GVT
A
3.3
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for information and Language Arts – Informational Text and Non-Fiction
Applications
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
55
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary. (cont.)
INDICATOR
25. Identify goods and
services provided by
local government, why
people need them and
the source of funding
(taxation).
GVT
A
3.4
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for information and Language Arts – Informational Text and Non-Fiction
Applications
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
"
26. Define power and
authority.
GVT
A
3.5
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for information
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
56
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary. (cont.)
INDICATOR
27. Explain why the use
of power without
legitimate authority is
unjust (e.g., bullying,
stealing).
GVT
A
3.6
Lesson Ideas:
 Students will create a book focusing on facts about local government and the corresponding functions and
responsibilities. The book will include the current names of people in authority in our village and where their
offices are located. It will also focus on each person’s responsibilities within our government and the balance of
power (i.e. who they report to and who reports to them). Students will also write about where the village gets
their funding for these services.
Technology: www.chagrin-falls.org to research local government information either on Interactive Technology or
individual computers.
Resources: Field trip to Village Council, Junior Achievement lessons, Guest speakers
Cross Curriculum: Viewing, Writing for Information and Language Arts – Informational Text and Non-Fiction
Applications
21st Century Skills: Communication and Information Skills, Collaboration Skills, Personal Responsibility, Social
Responsibility, Civic Literacy
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Explain how citizens
28. Describe how people CRR
take part in civic life
help to make the
A
in order to promote
community a better place 3.1
the common good.
in which to live
including:
a. Working to preserve
the environment;
b. Helping the
homeless;
c. Restoring houses in
low-income areas;
d. Supporting
education;
e. Planning community
events;
f. Starting a business.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Students will work on a year-long recycling project. Students can choose to participate in the third grade Gurney
Service-Learning Club in which there are a variety of service projects.
Technology: Interactive Technology Unitedstreaming segment video of the benefits of recycling
Resources: Albiti Recycling Co.
Cross Curriculum: Science
21st Century Skills: Civic Mindedness, Social Responsibility
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
57
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Explain how citizens
29. Demonstrate
take part in civic life
effective citizenship
in order to promote
traits including:
the common good.
a. Civility;
(cont.)
b. Respect for the
rights and dignity of
each person;
c. Volunteerism;
d. Compromise;
e. Compassion;
f. Persistence in
achieving goals;
g. Civic-mindedness.
Identify rights and
30. Describe the responresponsibilities of
sibilities of citizenship
citizenship in the
with emphasis on:
United States that are a. Voting;
important for
b. Obeying laws;
preserving democratic c. Respecting the rights
government.
of others;
d. Being informed
about current issues;
e. Paying taxes.
SOCIAL STUDIES SKILLS AND METHODS
Obtain information
31. Obtain information
from a variety of
about local issues from a
primary and
variety of sources
secondary sources
including:
using the component
a. Maps;
parts of the source.
b. Photos;
c. Oral histories;
d. Newspapers;
e. Letters;
f. Artifacts;
g. Documents.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CRR
A
3.2
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Tiger PRIDE program, problem-solving conferences.
Technology: www.responsiveclassroom.com for role play activities
Resources: First Six Weeks of School, www.responsiveclassroom.com
Cross Curriculum: Writing Applications and Language Arts – Informational Text and Non-Fiction Applications
21st Century Skills: Collaboration Skills, Communication and Information Skills, Problem Solving Skills,
Personal Productivity, Personal Responsibility, Ethics, Accountability, Leadership, Accountability, People Skills,
Self Direction
CRR
B
3.3
Lesson Ideas:
 Through an integrated guided reading unit, students will be able to identify roles and responsibilities of
citizenship.
Technology: www.scholastic.com
Resources: The Kid Who Ran for President by Dan Gutman, Class President, Marvin Redpost: Class President by
Louis Sachar
Cross Curriculum: Reading, text connections, response to literal and inferential questions
21st Century Skills: Critical Thinking, Personal Responsibility, Social Responsibility
SM
A
3.1
Lesson Ideas:
 Students will determine changes over time by using both past and present photographs of our local community.
These changes over time will reflect the corresponding aspects of our local community, business, architecture,
physical features, employment, education, transportation, technology, religion and recreation.
Technology: Use Interactive Technology or computer to have students reference local historical photographs that
display the changes in our local community. www.ohiomemory.org. Students will create on-line scrapbook of
photographs. www.google.com/googleearth may be used to current photographs of Chagrin Falls.
Resources: Chagrin Falls: An Ohio Village History by the Chagrin Falls Historical Society – Editor Laura Gorretta;
Photographs of community. Chagrin Falls historical slideshow.
Cross Curriculum: Language Arts – Writing Applications – Research and Language Arts – Informational Text and NonFiction Applications
21st Century Skills: Communication, Self Direction and Critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
58
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Obtain information
32. Locate information
from a variety of
using various parts of a
primary and
source including:
secondary sources
a. The table of
using the component
contents;
parts of the source.
b. Title page;
(cont.)
c. Illustrations;
d. Keyword searches.
Use a variety of
33. Identify possible
sources to organize
cause and effect
information and draw relationships.
inferences.
SM
A
3.2
Lesson Ideas:
 Students will create a formal animal report, integrating the identified elements.
Technology: www.infoohio.org
Resources: Various nonfiction texts, internet websites, magazines
Cross Curriculum: Science, Writing informational reports
SM
B
3.3
21st Century Skills: Communication and Information Skills, Personal Productivity, Self Direction
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Tiger PRIDE program, problem-solving conferences.
Technology: www.responsiveclassroom.com for role play activities
Resources: First Six Weeks of School, www.responsiveclassroom.com
Cross Curriculum: Writing Applications
"
34. Read and interpret
pictographs, bar graphs
and charts.
SM
B
3.4
21st Century Skills: Collaboration Skills, Communication and Information Skills, Problem Solving Skills,
Personal Productivity, Personal Responsibility, Ethics, Accountability, Leadership, Accountability, People Skills,
Self Direction
Lesson Ideas:
 Trailblazers Unit One: Graphing Concepts
Technology: Graph Club software, Interactive Technology graphing concepts interactive games
Resources: Trailblazers curriculum and resource guides
Cross Curriculum: Math
Communicate social
studies information
using graphs or
tables.
35. Communicate
information using
pictographs and bar
graphs.
SM
C
3.5
21st Century Skills: Critical Thinking and Problem Solving
Lesson Ideas:
 Trailblazers Unit One: Graphing Concepts
Technology: Graph Club software, Interactive Technology graphing concepts interactive games
Resources: Trailblazers curriculum and resource guides
Cross Curriculum: Math
21st Century Skills: Critical Thinking and Problem Solving
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
59
SOCIAL STUDIES
GRADE 3
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Use problem-solving
36. Use a problemskills to make
solving/decision-making
decisions individually process which includes:
and in groups.
a. Identifying a
problem;
b. Gathering
information;
c. Listing and
considering options;
d. Considering
advantages and
disadvantages of
options;
e. Choosing and
implementing a
solution.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
SM
D
3.6
Lesson Ideas:
 Responsive Classroom – morning meeting, creating classroom rules and logical consequences, hopes and
dreams, Tiger PRIDE program, problem-solving conferences.
Technology: www.responsiveclassroom.com for role play activities
Resources: First Six Weeks of School, www.responsiveclassroom.com
Cross Curriculum: Writing Applications
21st Century Skills: Collaboration Skills, Communication and Information Skills, Problem Solving Skills,
Personal Productivity, Personal Responsibility, Ethics, Accountability, Leadership, Accountability, People Skills,
Self Direction
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
60
GRADE 4
61
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Construct time lines to
demonstrate an
understanding of units
of time and
chronological order.
Describe the cultural
patterns that are
evident in North
America today as a
result of exploration,
colonization and
conflict.
"
Explain how new
developments led to
the growth of the
United States.
INDICATOR
1. Construct time lines
with evenly spaced
intervals for years,
decades and centuries to
show the order of
significant events in
Ohio history.
H
A
4.1
2. Describe the earliest
settlements in Ohio
including those of
prehistoric peoples.
H
B
4.2
3. Explain the causes and
effects of the frontier
wars of the 1790s,
including the Battle of
Fallen Timbers, on
American Indians in
Ohio and the United
States.
4. Explain how Ohio
progressed from territory
to statehood, including
the terms of the
Northwest Ordinance.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
B
4.3
Lesson Ideas
 Students will create a timeline showing how Ohio became a state. This could be done while teaching history or
government.
 Students could also construct a timeline of prehistoric Native Americans.
Technology and Resources - Use Timeliner to create a timeline
http://www.shgresources.com/oh/timeline/ (dates for Ohio)
http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm (how to make a timeline kid friendly)
http://www.ambrosevideo.com/resources/docs/327.PDF (timeline of prehistoric Native Americans
http://www.ohiokids.org/games/index.shtml (game students can play online about events in history of Ohio)
Lesson Ideas
 Compare different groups that have settled in Ohio.
o Use a systematic feature analysis to see how they are alike and different.
o Analyze how different settlements influenced our society today. (Example: names of cities and towns based
off of Native Americans)
Technology and Resources - http://pbs4549.org/onestate/lessons.htm (great lesson plans and descriptions for
students to read.
http://www.ambrosevideo.com/resources/docs/327.PDF (timeline of prehistoric Native Americans)
Lesson Ideas
 Create cause and effect graphic organizers for the frontier wars and the Battle of Fallen Timbers. Identify how the
effect on the Indians of Ohio is different then those of the United States.
Technology and Resources - http://www.ohiohistorycentral.org/entry.php?rec=473 (great lesson with reading and
sheets available, Includes primary resource pictures)
http://www.ohiohistorycentral.org/entry.php?rec=473 (reading on Battle of Fallen Timbers
H
C
4.4
21st Century Skills - Critical thinking and problem solving
Lesson Ideas
 Create a timeline showing the progression from territory to statehood.
 Review the Northwest Ordinance and see how it is different then our Constitution today.
Technology and Resources - Use Timeliner to create a timeline
http://www.shgresources.com/oh/timeline/ (dates for Ohio)
http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm (how to make a timeline kid friendly)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
62
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how new
developments led to
the growth of the
United States. (cont.)
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
5. Explain how canals and
railroads changed
settlement patterns in
Ohio and Ohio’s
economic and political
status in the United States.
H
C
4.5
Lesson Ideas
 Create a picture book of the different modes of transportation. One page of each book should show a different
mode of transportation and how it affected Ohio and the United States.
6. Explain the importance of inventors such
as the Wright Brothers,
Charles Kettering,
Garrett Morgan,
Granville Woods and
Thomas Edison.
H
C
4.6
Technology and Resources - http://www.railsandtrails.com/ (show primary documents of transportation in Ohio
including pictures and train schedules)
Lesson Ideas
 Research different inventors in Ohio and explain their importance to Ohio and the world. Have students complete
a jigsaw activity teaching other students about their inventor.
PEOPLE IN SOCIETIES
Compare practices and 7. Describe the cultural
practices and products of
products of North
various groups who have
American cultural
settled in Ohio over time:
groups.
a. The Paleo Indians,
Archaic Indians,
Woodland Indians
(Adena and Hopewell)
and Late Prehistoric
Indians (Fort Ancient);
b. Historic Indians of
Ohio (Ottawa,
Wyandot, Mingo,
Miami, Shawnee and
Delaware);
c. European immigrants;
d. Amish and
Appalachian
populations;
e. African-Americans;
f. Recent immigrants
from Africa, Asia and
Latin America.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Technology and Resources - Students will research inventors and create a hyper-studio presentation or power
point presentation with slides on each important inventor from Ohio.
http://www.oplin.lib.oh.us/famousohioans/inventors/puzzler.html (a very good game students can play online about
all of the inventors of Ohio)
PS
A
4.1
Lesson Ideas
 Compare and contrast the different Native American groups with a systematic feature analysis and write a
paragraph explaining similarities and differences.
Interdisciplinary Activity - In language arts each student will write a research report on a different immigrant
group to America. Research should include contributions the group made to our society. Students will present the
results of their research to the class.
Technology and Resources - http://omp.ohiolink.edu/OMP/Subject?subject=immigration (primary and secondary
resources about Ohio’s heritage)
http://www.nwoet.org/ohiotrek/teacher_index.htm (great site with lesson plans and charts focused on Ohio’s groups
and their contributions)
http://www.nwoet.org/ohiotrek/cg.htm (student site, extremely kid friendly, to learn about different groups of Ohio
including Amish, German, Polish, African Americans, Latino and Appalachian)
21st Century Skills – diversity, critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
63
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain the reasons
people from various
cultural groups came
to North America and
the consequences of
their interactions with
each other
"
GEOGRAPHY
Use map elements or
coordinates to locate
physical and human
features of North
America.
"
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
8. Describe the impact of
the expansion of
European settlements on
American Indians in
Ohio.
PS
B
4.2
9. Explain the reasons
people came to Ohio
including:
a. Opportunities in
agriculture, mining
and manufacturing;
b. Family ties;
c. Freedom from
political and religious
oppression.
PS
B
4.3
Interdisciplinary Activity - Students will read non-fiction and pictures books about immigrants coming to
America. Examples The Star Fisher, Esperanza Rising, Journey to Ellis Island.
10. Use a linear scale to
measure the distance
between places on a
map.
GEO
A
4.1
Lesson Ideas
 Student will utilize yarn to measure linear scale in Ohio, including the distance from Chagrin Falls to other major
cities in Ohio.
11. Use cardinal and
intermediate directions
to describe the relative
location of places.
12. Describe the location
of Ohio relative to other
states and countries.
GEO
A
4.2
Lesson Ideas
 Post the cardinal and intermediate directions in the classroom. Describe the location of students compared to
other students in the room. Continue with a map of Ohio.
GEO
A
4.3
Lesson Idea
 Label maps of Ohio
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas
 Using cause and effect graphic organizers, students can examine the effect European expansion had on Ohio
Native Americans.
Technology and Resources - http://omp.ohiolink.edu/OMP/Subject?subject=american (Explores American Indian
cultures in Ohio before, during, and after European settlement)
Technology and Resources - Students will complete a web quest on the Scholastic Website about Immigrants to
the United States. http://teacher.scholastic.com/activities/immigration/
Technology and Resources - http://www.ohiokids.org/games/oh/o02.html (Great game for students to play on line)
Technology and Resources - http://www.ohiokids.org/games/midgallery.shtml (game for students to play to help
label cities of Ohio)
http://www.ohiokids.org/games/midriver.shtml (games students play for rivers of Ohio)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
64
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use map elements or
coordinates to locate
physical and human
features of North
America. (cont.)
Identify the physical
and human
characteristics of
places and regions in
North America.
"
"
INDICATOR
13. Use maps to identify
the location of major
physical and human
features of Ohio
including:
a. Lake Erie;
b. Rivers;
c. Plains;
d. The Appalachian
Plateau;
e. Bordering states;
f. The capital city;
g. Other major cities.
14. Describe and
compare the landforms,
climates, population,
vegetation and economic
characteristics of places
and regions in Ohio.
GEO
A
4.4
15. Identify
manufacturing,
agricultural, mining and
forestry regions in Ohio.
16. Explain how
resources, transportation
and location influenced
the development of cities
and industries in Ohio
including major
industries such as oil,
steel, rubber and glass.
GEO
B
4.6
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas
 Create a candy map using different pieces of candy to show places in Ohio. For example use licorice for rivers
and gumdrops for cities.
Technology and Resources - http://www.ohiokids.org/games/midgallery.shtml (game for students to play to help
label cities of Ohio)
http://www.ohiokids.org/games/midriver.shtml (games students play for rivers of Ohio)
GEO
B
4.5
Lesson Ideas
 Students will work in cooperative groups to create a presentation about different regions of Ohio. Read about the
different regions of Ohio and use a web graphic organizer to visually represent the different features of the
regions.
Technology and Resources - http://omp.ohiolink.edu/OMP/Subject?subject=plants (reading about different
regions)
GEO
B
4.7
21st Century Skills - Collaboration skill and Communication and Information Skills
Lesson Ideas
 Students will use maps of Ohio showing the resources to explain patterns in Ohio. For example, locate the
regions of Ohio that have more mining or agriculture.
 Discuss why certain areas would be more likely to have manufacturing, agriculture, mining and forestry.
Lesson Ideas
 Discuss the location of the major cities in Ohio. What about them is similar (they are on water)?
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
65
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Identify and explain
ways people have
affected the physical
environment of North
America and analyze
the positive and
negative consequences.
17. Identify how
environmental processes
(i.e., glaciations and
weathering) and
characteristics
(landforms, bodies of
water, climate,
vegetation) influence
human settlement and
activity in Ohio.
GEO
C
4.8
"
18. Identify ways that
people have affected the
physical environment of
Ohio including:
a. Use of wetlands;
b. Use of forests;
c. Building farms,
towns and
transportation
systems;
d. Using fertilizers,
herbicides and
pesticides;
e. Building dams.
GEO
C
4.9
19. Use elevation,
natural resource and road
maps to answer
questions about patterns
of settlement, economic
activity and movement.
GEO
D
4.10
Analyze ways that
transportation and
communication relate
to patterns of
settlement and
economic activity.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas
 Compare and contrast different cities of Ohio. Students will look at environmental processes and the
characteristics and discuss why people settled in certain areas.
Technology and Resources - http://omp.ohiolink.edu/OMP/Subject?subject=climate (integration of science)
Lesson Ideas
 Students will compare geographical maps of 150 years ago to maps today. Students will articulate differences
 Students will compare wildlife numbers from 150 years ago to now and share positives and negatives for all of the
changes that have taken place in Ohio.
21st Century Skills - Critical Thinking and Problem Solving Skills
Lesson Ideas
 Examine maps to answer questions.
Technology and Resources http://www.msnucleus.org/membership/html/jh/earth/mapstype/lesson2/mapstypes02a.html
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
66
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
ECONOMICS
Explain the
opportunity costs
involved in the
allocation of scarce
productive resources.
"
Explain why entrepreneurship, capital
goods, technology,
specialization and
division of labor are
important in the
production of goods
and services.
Explain how
competition affects
producers and
consumers in a market
economy and why
specialization
facilitates trade.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
20. Identify the productive resources needed to
produce a good or
service and suggest
opportunity costs for the
resources involved.
21. Explain how the
availability of productive
resources in Ohio
promotes specialization
in the production of
goods and services and
leads to trade.
22. Explain how
entrepreneurs organize
productive resources to
produce goods and
services and that they
seek to make profits by
taking risks.
E
A
4.1
23. Explain ways in
which individuals and
households obtain and
use income.
E
C
4.4
Lesson Ideas
 Organize a trade fair or city with your classroom that allows students to see the opportunity costs of making a
product. Have students trace back the materials for the goods they produce to land resources.
21st Century Skills - Creativity and Innovation Skills, Personal Productivity, Financial, Economic, Business and
Entrepreneurship Literacy
E
A
4.2
Lesson Ideas
 Read the book Ox Cart Mule (language arts integration) and discuss what the farmer had to sell. Discuss how that
is different today.
Technology and Resources - Junior Achievement presentation
21st Century Skills - Financial, Economic, Business and Entrepreneurship Literacy
E
B
4.3
Lesson Ideas
 Organize a class trade fair where students are the entrepreneurs. Students must generate a product they will trade
for other products. Students will examine the risks they take to make their business work.
21st Century Skills - Creativity and Innovation Skills, Personal Productivity, Financial, Economic, Business and
Entrepreneurship Literacy
Lesson Ideas
 Have students create a personal budget for a household. Students will first brainstorm how much they think
things will cost in their household (heating bill etc.) and then generate a budget to use their income to cover their
costs.
21st Century Skills - Financial, Economic, Business and Entrepreneurship Literacy
24. Explain why people
in Ohio specialize in
what they produce and
then trade with others,
which then increases the
amount of goods and
services available.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
E
C
4.5
Lesson Ideas
 Divide students into groups and assign each group a job. Some groups will have specialized jobs like making one
type of bookmark. Other groups will have more than one job, such as making bookmarks, stickers and stationary.
Determine which groups were more productive.
21st Century Skills - Collaboration skill and Personal Productivity
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
67
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how
competition affects
producers and
consumers in a market
economy and why
specialization
facilitates trade. (cont.)
GOVERNMENT
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
25. Explain why many
jobs in Ohio depend on
markets in other
countries and why Ohio
is a market for goods and
services from other
countries.
E
C
4.6
26. Explain major
responsibilities of each
of the three branches of
government in Ohio:
a. The legislative
branch, headed by the
General Assembly,
makes state laws.
b. The executive branch,
headed by the
governor, carries out
and enforces laws
made by the General
Assembly.
c. The judicial branch,
headed by the Ohio
Supreme Court,
interprets and applies
the law.
27. Explain why
elections are used to
select leaders and decide
issues.
GVT
A
4.1
Lesson Ideas
 For homework students will analyze different products at home, create a list of those products and determine
where each one originates. Discuss why some products can come from other places but others need to come from
closer to our homes.
21st Century Skills - Collaboration skill and Personal Productivity and Global Awareness
Lesson Ideas
 Create a tree depicting the three branches of Ohio government. Have students put leaves on the tree representing
the responsibilities of each branch of government.
Technology and Resources - Use Inspiration software to create webs about each branch of government.
http://www.northcanton.sparcc.org/~elem/interactivities/ohio/OhioGov_content.html (online information for
students to go through and test)
http://pbskids.org/democracy/mygovt/index.html (great activity for students to see how government affects them)
GVT
A
4.2
Lesson ideas
 Conduct a mock election within the classroom. Utilize the activity to demonstrate how people had very different
ideas and the importance of supporting those whose ideas agree with yours.
Technology and Resources - http://www2.lhric.org/pocantico/election/election.htm (explains for students about
electing a president)
21st Century Skills - Civic Literacy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
68
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Give examples of
documents that specify
the structure of state
and national
governments in the
United States and
explain how these
documents foster selfgovernment in a
democracy.
28. Explain the purpose
of a democratic
constitution:
a. To provide a
framework for a
government;
b. To limit the power of
government;
c. To define the
authority of elected
officials.
GVT
B
4.3
"
29. Explain that the Ohio
Constitution tells how
the state government
should be organized and
guarantees the rights of
individuals.
GVT
B
4.4
Lesson Ideas
 Read the picture books We the Kids and explain the Preamble of the Constitution and how it becomes the
foundation for our Ohio government.
21st Century Skills - Civic Literacy
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Explain how citizens
30. Describe the ways in CRR
take part in civic life in which citizens can
A
order to promote the
promote the common
4.1
common good.
good and influence their
government including:
a. Voting;
b. Communicating with
officials;
c. Participating in civic
and service
organizations;
d. Performing voluntary
service.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas
 Analyze sections of the Ohio State Constitution. Complete a chart showing what the Ohio Constitution says and
what it does.
Technology and Resources - Explain how the system is set up with checks and balances in place.
Lesson Ideas
 Survey parents about what qualities they feel makes a good citizen. Use the survey results to create a class list of
what it means to be a good citizen.
Technology and Resources - http://pbskids.org/democracy/vote/index.html (activity for students to see the
importance of voting)
http://congress.indiana.edu/modules/civic_participation/base.htm (movie showing civic participation)
21st Century Skills - Civic Literacy and Social Responsibility
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
69
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Identify rights and
responsibilities of
citizenship in the
United States that are
important for
preserving democratic
government.
31. Explain why
personal responsibilities
(e.g., taking advantage of
the opportunity to be
educated) and civic
responsibilities (e.g.,
obeying the law and
respecting the rights of
others) are important.
"
32. Explain the
importance of leadership
and public service.
"
33. Explain why
characteristics such as
respect for the rights of
others, fairness,
reliability, honesty,
wisdom and courage are
desirable qualities in the
people citizens select as
their leaders.
SOCIAL STUDIES SKILLS AND METHODS
Obtain information
34. Obtain information
from a variety of
about state issues from a
primary and secondary variety of print and
sources using the
electronic sources, and
component parts of the determine the relevance
source.
of information to a
research topic:
a. Atlases;
b. Encyclopedias;
c. Dictionaries;
d. Newspapers;
e. Multimedia/
Electronic sources.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
B
4.2
Lesson Ideas
 Discuss the responsibilities of citizens and how responsible citizens can make a positive difference in our
American society. Create a list of activities that students can do to make a difference in our country.
21st Century Skills - Civic Literacy and Social Responsibility
CRR
B
4.3
CRR
B
4.4
Lesson Ideas
 Discuss various roles for public service that have leaders. Describe the consequences if public service lacked
leadership.
Lesson Ideas
 Divide students into groups and assign each group one characteristic of a leader. Groups will generate a
definition of their assigned characteristic and give examples how a leader can show they have this characteristic.
21st Century Skills - Civic Literacy, Ethics and Social Responsibility
SM
A
4.1
Interdisciplinary Activity - Research immigrants to Ohio using the different resources. Require students use more
than the computer to find information.
21st Century Skills - Critical Thinking and Problem Solving Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
70
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Obtain information
from a variety of
primary and secondary
sources using the
component parts of the
source. (cont.)
"
"
Use a variety of
sources to organize
information and draw
inferences.
"
"
"
Communicate social
studies information
using graphs or tables.
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
35. Use a glossary and
index to locate
information.
SM
A
4.2
Lesson Ideas
 Complete a textbook scavenger hunt, showing students how to use the different parts of a book.
36. Use primary and
secondary sources to
answer questions about
Ohio history.
37. Describe how
archaeologists and
historians study and
interpret the past.
38. Identify main ideas
and supporting details
from factual information.
SM
A
4.3
Lesson Ideas
 Examine different resources to answer questions about Ohio history. For example, show the difference between a
letter an immigrant wrote compared to an encyclopedia article on immigrants. What different information do the
students get from each resource?
Lesson Ideas
 Divide class into groups: one group will be historians and one group will be archeologists. If we wanted to
research the history of the Intermediate School, what would students in the two different groups need to do to get
information?
Interdisciplinary Activity - Read articles about Ohio in language arts and analyze to determine the main ideas and
details.
39. Distinguish between
fact and opinion.
SM
B
4.6
SM
B
4.7
SM
B
4.8
SM
C
4.9
40. Read and interpret
pictographs, bar graphs,
line graphs and tables.
41. Formulate a question
to focus research.
42, Communicate
relevant information in a
written report including
the acknowledgement of
sources.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
SM
A
4.4
SM
B
4.5
Lesson Ideas
 Students will create a list of statements about Ohio Native Americans. Students will distinguish between fact and
opinion.
Lesson Ideas
 Students will bring in a graph they find in newspapers or magazines at home and share what the graph shows.
Interdisciplinary Activity - Write a research report in language arts that focuses on a social studies topic.
Different topics include immigrants to Ohio, famous inventors, Native Americans of Ohio, and cities of Ohio.
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
71
SOCIAL STUDIES
GRADE 4
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use problem-solving
skills to make
decisions individually
and in groups.
INDICATOR
43. Use a problemsolving/decision-making
process which includes:
a. Identifying a
problem;
b. Gathering
information;
c. Listing and
considering options;
d. Considering
advantages and
disadvantages of
options;
e. Choosing and
implementing a
solution;
f. Developing criteria
for judging its
effectiveness.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
D
4.10
Lesson Ideas
 Divide students into groups and have each choose a problem in the school they would like to solve. For example
they want longer recess. Have them research all the pros and cons of a longer recess period. The students will
use their research to determine if a longer recess makes sense. Have each group present their findings to the class.
21st Century Skills - Critical Thinking and Problem Solving Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
72
GRADE 5
73
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Construct time lines to
demonstrate an
understanding of units
of time and
chronological order.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
1. Create time lines and
identify possible
relationships between
events.
H
A
5.1
Timelines: Timeless Teaching Tool
http://www.education-world.com/a_lesson/lesson044.shtml - Timeline resources for creating historical timelines for anytime
period. (Interactive Technology)
Autobiography Timeline
http://www.northcanton.sparcc.org/%7Eelem/kidspiration/anderson/autobiographytimeline.htm - Use this Kidspiration activity
as a graphic organizer to help students plan a time line of their lives or important people, or events in North American history.
(Interactive Technology) (cross curriculum-language arts: Select, create and use graphic organizers to interpret textual
information; Summarize the main ideas and supporting details)
United States History Timeline
http://www.mrnussbaum.com/history/history.htm - This website provides a timeline of US History from the 1500's to modern
day. Each entry can be clicked on to get a page with more details. (Interactive Technology)
Timeline Maker from Read, Write, Think
http://www.readwritethink.org/materials/timeline/index.html - Timeline resources for creating historical timelines for anytime
period as students choose from five different units of measure (date, time, event, entry, or other) and add specific descriptions of
each entry. This program guides students through the process of organizing information in timeline form and results in a
polished finished product.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills)
Describe the cultural
patterns that are
evident in North
America today as a
result of exploration,
colonization and
conflict.
2. Explain how American
Indians settled the
continent and why
different nations of
Indians interacted with
their environment in
different ways.
H
B
5.2
American Indians and the Natural World
http://www.carnegiemuseums.org/cmnh/exhibits/north-south-east-west/ - This site from Carnegie Museum of Natural History
explores the culture of an American Indian tribe from four different areas of the United States; north, east, south, and west. The
emphasis is on how the tribe interacted with the world around them. A good site for a comparison study of different Native
American cultures. From this resource students can complete a four column graphic organizer from Kidspiration that compares
Indian tribes based on their region. (Interactive Technology) (cross curriculum-language arts: Locate sources and gather
relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internetbased resources); compare and contrast important findings and select sources to support central ideas, concepts and themes.)
First Americans for Grade Schoolers
http://www.u.arizona.edu/ic/kmartin/School/ - This site offers information, activities, and links to help elementary students
learn about Native American tribes. Information from this site can be used to discuss the history of major Native American
Tribes and lessons based on stereotyping can be addressed. (cross curriculum-language arts: Locate sources and gather relevant
information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based
resources); compare and contrast important findings and select sources to support central ideas, concepts and themes.)
Emissaries of Peace-Electronic field trip
This video describes the turbulent era after the French and Indian War where the Cherokee people struggled to preserve their
independence. Students complete a graphic organizer activity that compares how the Cherokee lived vs. the colonial Virginian
society and how these two cultures lived side by side. (Interactive Technology)
21st Century Skills - Information, Media &Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and Innovation
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
74
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Describe the cultural
3. Explain why European
patterns that are
countries explored and
evident in North
colonized North America.
America today as a
result of exploration,
colonization and
conflict. (cont.)
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
B
5.3
The Jamestown Online Adventure
http://www.historyglobe.com/jamestown/ - In this interactive online game "You are the Captain of the Jamestown Colony. Can
you do any better than the real colonists? You will have a copy of the London Company's Instructions to help guide you. Also,
you can ask your fellow colonists and the Native Americans for advice. Be careful, though, because some advice is better than
others! After you make all your decisions, you will receive a report on the state of your colony. Also, you will get to compare
your colony to the historical Jamestown at the end."
Zoom Explorers
http://www.enchantedlerning.com/explorers/ - This site contains brief but useful information on a very large number of
explorers, along with maps of their voyages. Students can use this to research and write a research essay on a particular
explorer. (cross curriculum-language arts: Locate sources and gather relevant information from multiple sources (e.g., school
library catalogs, online databases, electronic resources and Internet-based resources); compare and contrast important findings
and select sources to support central ideas, concepts and themes. Generate a topic, assigned or personal interest, and open-ended
questions for research and develop a plan for gathering information.)
An Adventure to the New World
http://score.rims.k12.ca.us/activity/newworld/ - This is a very well planned project where students role-play explorers. This
lesson's purpose is to introduce the Age of Exploration. The focus is on key European explorers and their voyages. The students
will identify reasons for explorations and describe the technological developments in shipbuilding and navigation that made
long distance voyages possible. There are also many useful links for their research.
Scholastic Research Starter: Plymouth Colony
http://teacher.scholastic.com/researchtools/researchstarters/plymouth/ - This is an excellent collection on articles on everything
related to the Plymouth Colony, such as reasons for colonization, impact on the Indians, daily life in the colony, important
people, and more. There is also a large list of links to other web sites with more information. (Interactive Technology) Problem
Solving Skills, Critical thinking and Problem Solving) (cross curriculum-language arts: Locate sources and gather relevant
information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based
resources); compare and contrast important findings and select sources to support central ideas, concepts and themes. Generate
a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.)
13 Colonies Interactive Map
http://www.mrnussbaum.com/13.htm - This is an interactive map of the 13 colonies. The map has many hot spots you can click
on to learn more about that area, including each of the colonies and many of the major cities. Students can use this site to gather
information on when and why each colony was established. (Interactive Technology)
Christopher Columbus - from HippoCampus http://www.hippocampus.org/course_locator.php?course=US
History&lesson=01&topic=2&width=800&height=550&topicTitle=Christopher%20Columbus - This learning module from
HippoCampus covers Christopher Columbus, including his voyage to the New World, the reasons for the exploration, his
interactions with the natives, and the culture of the natives. The site uses narration, images, animation, primary source
information, interactive activities, and quizzes to teach and review the material. (Interactive Technology)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
75
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
Commerce - from HippoCampus
http://www.hippocampus.org/course_locator.php?course=US%20History&lesson=02&topic=1&width=800&height=550&topic
Title=Commerce - This learning module from HippoCampus covers commerce in the age of exploration, including the decline
of feudalism, and the rise of capitalism, commerce, the middle class, mercantilism, and colonization. The site uses narration,
images, animation, primary source information, interactive activities, and quizzes to teach and review the material. (Interactive
Technology)
13 Colonies Webquest
http://www.tesd.k12.pa.us/vfms/shaughnessy/task.htm - In groups students research an assigned colony and become experts.
Students create a poster of the colony and give a presentation that reveals the culture and characteristics of this colony.
Describe the cultural
patterns that are
evident in North
America today as a
result of exploration,
colonization and
conflict. (cont.)
"
4. Describe the lasting
effects of Spanish, French
and English colonization
in North America
including cultural patterns
evident today such as
language, food, traditions
and architecture.
5. Explain how the United
States became
independent from Great
Britain.
H
B
5.4
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Immigration webquest
http://www.hazelwood.k12.mo.us/~cdavis01/webquests/prw/ - Students play the role of an immigrant. They research one of the
nationality's ancestral roots, and create a children's book telling about their life in the Old World, life in the New World,
journeying to the New World, and their dreams for a new life. (cross curriculum-language arts: Produce informal writings (e.g.,
journals, notes and poems) for various purposes, Prepare for publication (e.g., for display or for sharing with others), writing
that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final
product
StateMaster - Immigration
http://www.statemaster.com/cat/imm-immigration - StateMaster is a fantastic site for statistics on all topics concerning the
United States. The information is nicely arranged by topic and can be viewed as totals, per capita, bar graphs, pie charts, or
maps. The site allows you to see correlations (both positive and negative) between different statistical topics. This allows users
to investigate relationships, causes, and effects. (Interactive Technology) (cross curriculum-math: Read, construct and interpret
frequency tables, circle graphs and line graphs, Select and use a graph that is appropriate for the type of data to be displayed;
e.g., numerical vs. categorical data, discrete vs. continuous data)
H
B
5.5
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication
Revolutionary War Webquesthttp://www.bres.boothbay.k12.me.us/wq/nhicks/rd_map_student_page.htm - Students research important events from the
Revolutionary War, taking notes, and clearly summarizing each event in two sentences, putting their final research into an
illustrated road map. (cross curriculum-language arts: Generate a topic, assigned or personal interest, and open-ended questions
for research and develop a plan for gathering information; Compare important details about a topic, using different sources of
information, including books, magazines, newspapers and online resources)
Causes for the Revolution
http://www.studyzone.org/testprep/ss5/b/causrev.cfm - This site teaches about the many causes for the Revolution and includes
a vocabulary matching game with the related terms. Students can put this information in to different organizers outlining the
causes. (Interactive Technology) (cross curriculum-language arts: Determine the meanings and pronunciations of unknown
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
76
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
The Shot Heard Round the World
http://www.studyzone.org/testprep/ss5/b/causerevmovl.cfm - This website has the student watch a short online video that
explains the beginning of the Revolutionary War. After the video, they can take a seven-question quiz to check their
understanding. (Interactive Technology)
LIBERTY! The American Revolution
http://www.pbs.org/ktca/liberty/ - This web site from PBS covers headlines, timelines, resource material and related topics on
the American Revolution, Daily Life in the Colonies, the Global Village, a Military point-of-view, and an online Revolutionary
quiz. Students can examine why colonists decided to abandon England a join the revolution. 6 lessons are outlined.
Explain how new
developments led to
the growth of the
United States.
6. Explain the impact of
settlement,
industrialization and
transportation on the
expansion of the United
States.
H
C
5.6
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Westward expansion Webquesthttp://www.uni.edu/schneidj/webquests/standard9/intropage.html - This webquest is designed for students to explore various
components of United States territorial expansion during the years 1801-1861.Students will have the opportunity to analyze and
synthesize information obtained through their research by writing pieces for a newspaper. They will be creating an edition of a
newspaper designed for publication during the time period mentioned above. (Cross curriculum-language arts: Summarize the
information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details
that support each.
America on the Move
http://americanhistory.si.edu/onthemove/ - At this excellent site you can read about how transportation shaped the lives,
landscapes, culture, and communities of America. You can examine the changes brought by transportation networks, play some
cool games, and check out lots of other resources from the National Museum of American History. There are also excellent
teacher guides available for each section.
1848-1865: Gold Rush Era - Growth of Cities
http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic1e.html - This is a great collection of primary
source documents from Calisphere at the University of California. "These images record the rapid growth of small settlements
into big cities as people continued to come to California from all over the world. Aerial views show spreading cities, and
photographs depict the substantial hotels, stores, and other businesses that served the steady influx of new Californians."
(Interactive Technology)
1870-1900: Closing of the Frontier - The Transcontinental Railroad
http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2b.html - This is a great collection of primary
source documents from Calisphere at the University of California. "The transcontinental railroad connected the east and west
coasts of the United States with a single rail line. This had a profound impact on the nation as a whole and on California - the
end of the line - in particular. The images in this group show different aspects of the railroad, including workers, travelers,
tracks, railroad bridges, and trains." (Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
77
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
Innovation, Communication and Collaboration
PEOPLE IN SOCIETIES
Compare practices and 7. Compare the cultural
products of North
practices and products of
American cultural
diverse groups in North
groups.
America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter.
Explain the reasons
people from various
cultural groups came
to North America and
the consequences of
their interactions with
each other
8. Compare life on Indian
reservations today with
the cultural traditions of
American Indians before
the reservation system.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
A
5.1
PS
B
5.2
Aztec/Mayan webquest
http://www.lowermaclib.org/content/view/32/32/ - Students assume they are lost with a group of their friends in the jungles of
Mexico. In order to survive, they need to join up with people who can help you. But you are faced with a critical decision should you travel east and join the Maya or travel west and become Aztec? (Cross curriculum-language arts: reading
applications: informational, technical and persuasive text)
Native American Web Quest
http://www.ri.net/schools/Glocester/FMS/rooms/NAWeb/nativeamerican.html - Students will each choose a Native American
tribe. They will research the tribe as well as complete the worksheet about their tribe. They will collate their research findings
into a flap book and make an oral presentation. (Cross curriculum-language arts: Deliver formal and informal descriptive
presentations recalling an event or personal experience that convey relevant information and descriptive details; Compare and
contrast important findings and select sources to support central ideas, concepts and themes.)
Native American WebQuest
http://www.frionaisd.com/webquests/wiseman150.htm#Process%20clipart - Students research a North American tribe and
make artifacts that depict the daily life of that tribe. They will add these things to the museum display of the Native Americans
of one of five Native American cultures of the United States. The five cultures we will be considering are the Indians of the
Northwest Coast, the Southwest, the Plains, the Northeast, and the Southeast.
StateMaster
http://www.statemaster.com/statistics - StateMaster is a fantastic site for statistics on all topics concerning the United States.
The information is nicely arranged by topic and can be viewed as totals, per capita, bar graphs, pie charts, or maps. Best yet, the
site allows you to see correlations (both positive and negative) between different statistical topics. This allows users to
investigate relationships, causes, and effects. The topics areas include crime, economy, education, energy, geography,
government, health, housing, immigration, industry, labor, lifestyle, military, people, elections, sports, trade, transportation, and
more. (Interactive Technology) (Cross curriculum-math: Read, construct and interpret frequency tables, circle graphs and line
graphs, Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data,
discrete vs. continuous data.)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
American Indian Reservations
http://www.uen.org/Lessonplan/preview.cgi?LPid=11914 - This lesson is designed to help students understand what life on a
reservation is like. Students will discuss laws that affect American Indians (specifically why or how were reservations created)
and how those laws had a positive and/or negative impact. This site provides a tremendous amount of resources. (Cross
curriculum-language arts: reading applications: informational, technical and persuasive text)
1870-1900: Closing of the Frontier - Native American Assimilation
http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2c.html - This is a great collection of primary
source documents from Calisphere at the University of California. "The images in this topic reflect the dissolution of tribal
structure that occurred over the course of the 19th century. As traditional Native American lands disappeared or were taken
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
78
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
away, many aspects of their daily lives changed, including housing, clothing, food sources, livelihood, and religion."
(Interactive Technology) (Cross curriculum-language arts: reading applications: informational, technical and persuasive text)
Edward S. Curtis' The North American Indian: Photographic Images
http://memory.loc.gov/ammem/award98/ienhtml/curthome.html - This is a great collection of primary source documents and
images from American Memory at the Library of Congress. "In over 2000 photogravure plates and narrative, Curtis portrayed
the traditional customs and life ways of eighty Indian tribes. The twenty volumes, each with an accompanying portfolio, are
organized by tribes and culture areas encompassing the Great Plains, Great Basin, Plateau Region, Southwest, California,
Pacific Northwest, and Alaska. Featured here are all of the published photogravure images including over 1500 illustrations
bound in the text volumes, along with over 700 portfolio plates." (Interactive Technology) (Cross curriculum-language arts:
reading applications: informational, technical and persuasive text)
American Indians of the Pacific Northwest
http://memory.loc.gov/ammem/collections/pacific/ - This is a great collection of primary source documents and images from
American Memory at the Library of Congress. "This digital collection integrates over 2,300 photographs and 7,700 pages of
text relating to the American Indians in two cultural areas of the Pacific Northwest, the Northwest Coast and Plateau. These
resources illustrate many aspects of life and work, including housing, clothing, crafts, transportation, education, and
employment. (Interactive Technology) (Cross curriculum-language arts: reading applications: informational, technical and
persuasive text)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Communication
Explain the reasons
people from various
cultural groups came
to North America and
the consequences of
their interactions with
each other (cont.)
9. Describe the
experiences of AfricanAmericans under the
institution of slavery.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
B
5.3
Slavery In The United States webquest
http://sites.lps.org/wq33/ - Students explore the topic of slavery in the United States from various perspectives. Students will be
engaged in researching, writing, and producing a videotaped newscast. Each student in a group will choose a different reporting
role and gather information related to their role. After gathering information each student will write and prepare a segment for
the newscast discussing the information they found. As a group they will then assemble all of their information and put it
together as one newscast. (Cross curriculum-language art: fits all areas in the writing indicators for grade 5)
Understanding Slavery
http://school.discovery.com/schooladventures/slavery/index.html - This web site has lots of great info on slavery including a
comparison of slavery around the world, a personal account of a slave's life through his own writings, teaching suggestions, additional
resources, and a reenactment of a slave auction with detailed info on the views held by different members of society.
Voices from the Days of Slavery: Former Slaves Tell Their Stories
http://memory.loc.gov/ammem/collections/voices/ - This is a great collection of primary source audio recordings from American
Memory at the Library of Congress. "The almost seven hours of recorded interviews presented here took place between 1932 and 1975
in nine Southern states. Twenty-three interviewees, born between 1823 and the early 1860s, discuss how they felt about slavery,
slaveholders, coercion of slaves, their families, and freedom." (Interactive Technology)
No Master Over Me-Electronic Field Trip
http://history.org/history/teaching/eft.cfm - Ann Ashby tells the story of her life as a free black slave during the days of slavery, and
accounts the lives of slaves and white communities during the colonial period. Student activities include a perspective analysis graphic
organizer and a compare and contrast Venn Diagram with a partner. (Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
79
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain the reasons
people from various
cultural groups came
to North America and
the consequences of
their interactions with
each other (cont.)
INDICATOR
10. Describe the waves of
immigration to North
America and the areas
from which people came
in each wave.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
B
5.4
An Ellis Island/Immigration WebQuest
http://www.todaysteacher.com/EllisIslandWebQuest/GatewayToDreams.htm - Students will recount their immigration and
Ellis Island experience through the creation of a diary using pictures, journal entries, letters, artifacts, inspection papers,
currency, identification, etc. to complete all ten requirements. Additionally they must complete any three of the five Ellis Island
Project Activities. Upon completion of their and projects they will prepare a brief 7-10 minute presentation of both their diary
and projects. (Cross curriculum-language art: fits all areas in the writing indicators for grade 5)
Scholastic Research Starter: Immigration
http://teacher.scholastic.com/researchtools/researchstarters/immigration/index.htm - This is an excellent collection on articles
on everything related to the immigration, such as Ellis Island, sources and destinations of immigrants, laws, economy, living
conditions, and more. There is also a large list of links to other web sites with more information. (Interactive Technology)
Immigration ... The Changing Face of America
http://memory.loc.gov/ammem/ndlpedu/features/immig/immigration_set2.html - This web site links educators to primary
sources from the Library of Congress' online collections. It deals with where immigrants came from, why they came, where
they settled, their effect on Native Americans and today's culture, and more. (Interactive Technology)
StateMaster - Immigration
http://www.statemaster.com/cat/imm-immigration - StateMaster is a fantastic site for statistics on all topics concerning the
United States. The information is nicely arranged by topic and can be viewed as totals, per capita, bar graphs, pie charts, or
maps. Best yet, the site allows you to see correlations (both positive and negative) between different statistical topics. This
allows users to investigate relationships, causes, and effects. (Interactive Technology) (Cross curriculum-math: Read, construct
and interpret frequency tables, circle graphs and line graphs, Select and use a graph that is appropriate for the type of data to be
displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.)
"
11. Compare reasons for
immigration to North
America with the reality
immigrants experienced
upon arrival.
PS
B
5.5
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication
Immigration webquest
http://www.hazelwood.k12.mo.us/~cdavis01/webquests/prw/ - Students play the role of an immigrant. They research one of the
nationality's ancestral roots, and create a children's book telling about their life in the Old World, life in the New World,
journeying to the New World, and their dreams for a NEW LIFE. (Cross curriculum-language arts: Produce informal writings
(e.g., journals, notes and poems) for various purposes, Prepare for publication (e.g., for display or for sharing with others),
writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance
the final product.)
Coming to America: Immigration
http://webtech.kennesaw.edu/jcheek3/immigration.htm - An informational website that provides multiple links to immigration
facts and events.
Immigration: Stories of Yesterday and Today
http://teacher.scholastic.com/immigrat/index.htm - In this online activity from Scholastic, students will learn the various
reasons people come to America through oral histories of recent and historic immigrants. Students also discover one of the most
important aspects of American immigration history — Ellis Island as the preeminent immigration port of the early 1900s.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
80
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
Several graphing activities encourage students to explore immigrant history that exists in their own classroom and expose them
to rich graphic organizing and research skills. (Interactive Technology)
Scholastic Research Starter: Immigration
http://teacher.scholastic.com/researchtools/researchstarters/immigration/index.htm - This is an excellent collection on articles
on everything related to the immigration, such as Ellis Island, sources and destinations of immigrants, laws, economy, living
conditions, and more. There is also a large list of links to other web sites with more information. (Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
GEOGRAPHY
Use map elements or
coordinates to locate
physical and human
features of North
America.
12. Use coordinates of
latitude and longitude to
determine the absolute
location of points in North
America.
GEO
A
5.1
Where In The World Are You? A Webquest
http://www.edina.k12.mn.us/cornelia/teach/sallyweb/intro.htm - Students create a story to demonstrate their knowledge of
locating places on the globe or map. They will plan a trip to at least 5 destinations and the deserted island; giving clues as to the
location with longitude, latitude, vegetation, landmarks, landforms, description of the people, plane flight numbers, miles
between places, etc. This project may be done in a video, game, creative story, Hyper studio, PowerPoint, triptik map, or other
acceptable options. (Cross curriculum-language arts: Produce informal writings (e.g., journals, notes and poems) for various
purposes, Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the
purpose, using techniques such as electronic resources and graphics to enhance the final product)
Longitude and Latitude WebQuest
http://ballz.ababa.net/longitude/webquest.html - Students travel through all of the continents of the world or in North America,
one after the other. They start and end their journey from their current location. At each destination, they have to gather a map
and some facts about the place. The winning group is the one who has traveled the shortest distance to complete the world trip.
At the end of their "trip", they will have to make a presentation to the class showing the details of your trip.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
"
13. Use maps to identify
the location of:
a. The three largest
countries of North
America;
b. The 50 states of the
United States;
c. The Rocky and
Appalachian mountain
systems;
d. The Mississippi, Rio
Grande and St.
Lawrence rivers;
e. The Great Lakes.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GEO
A
5.2
GeoSense Game
http://www.geosense.net/ - GeoSense is an online geography based game. You play by yourself or compete against an online
opponent to place a city on a map as quickly and accurately as you can. The maps include the United States, Europe, and the
World. A fun and effective way of improving place name geography skills. There are no ads, banners, fees, etc, although you do
have to make up a username and password to play. (Interactive Technology)
Where's That US State?
http://funschool.kaboose.com/globe-rider/games/game_wheres_that_us_state.html - This is a neat game from FunSchool that
the students can play right on the web page. The game gives you a map of the US, and then gives you the name of each state
one at a time. You then need to click on that state. A timer keeps track of how long it takes to complete all 50 states.
History Scene Investigators - PBS History Detectives
http://pbskids.org/historydetectives/games/hsi/ - Online game combines interactive Google maps with historical clues, images
and audio to see if you can identify the location of famous events, landmarks, places, and geographic features. (Interactive
Technology)
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
81
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
Mapping Our World
http://www.oxfam.org.uk/coolplanet/mappingourworld/mapping_our_world/index.htm - This great site has nine interactive
activities all about maps. In Lesson 1 there are three activities that introduce students to maps and the globe. In Lesson 2 the
three activities deal with the idea of projections. They present some of the most popular examples and analyze their similarities
and differences. In the final lesson, there are three activities that investigate how different projections and orientations affect our
view of the world. (Interactive Technology)
States and Capitals test
Identify the physical
and human
characteristics of
places and regions in
North America.
14. Describe and compare
the landforms, climates,
population, culture and
economic characteristics
of places and regions in
North America.
GEO
B
5.3
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills
Landforms - A Web Quest
http://www.geocities.com/tonyswebquests/webquest_landforms.html - In this web quest the student will: 1) View examples of
landforms in the United States 2) Locate the places where these landforms can be found 3) Make an illustrated Landform
Dictionary. (Cross curriculum-language arts: Produce informal writings (e.g., journals, notes and poems) for various purposes,
Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose,
using techniques such as electronic resources and graphics to enhance the final product.)
Illustrated Glossary: Landforms and Bodies of Water
http://www.enchantedlearning.com/geography/landforms/glossary.shtml - This cute web site covers many different landforms
and bodies of water, with drawings and explanations. There are also printable quizzes and worksheets. (Interactive Technology)
World Landforms Interactive Map
http://www.mrnussbaum.com/wlandforms.htm - This interactive map of the world has clickable hotspots for over 30 types of
landforms. Each one shows you where that landform is found on earth, gives a picture of the landform, and then gives
interesting facts, explanations, and historical background about the landform. (Interactive Technology)
U.S. Landforms Interactive Map
http://www.mrnussbaum.com/landforms.htm - This interactive map of the United States has clickable hotspots for dozens of
specific landforms. Each one shows you where that landform is found in the United States, gives a picture of the landform, and
then gives interesting facts, explanations, and historical background about the landform. (Interactive Technology)
"
15. Explain how climate is
influenced by:
a. Earth-sun relationships;
b. Landforms;
c. Vegetation.
GEO
B
5.4
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Global Climate Change
http://www.cotf.edu/ete/modules/climate/GCclimate1.html - This resource gives a complete explanation of global climate
change including how the greenhouse effect impacts global warming. (Interactive Technology)
The Sun and The Earth
http://www.nationalgeographic.com/xpeditions/lessons/07/g35/seasons.html - This lesson helps students understand the
relationship between earth and the sun and how this relationship affects the seasons on earth. (Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication)
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
82
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify the physical
and human
characteristics of
places and regions in
North America. (cont.)
INDICATOR
16. Explain, by
identifying patterns on
thematic maps, how
physical and human
characteristics can be used
to define regions in North
America.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GEO
B
5.5
Forest Type and Protected Area Distribution
http://www2.wcmc.org.uk/forest/data/cdrom2/nam_for.htm - Teachers or students can use this map of North America to
identify patterns and explain how physical and human characteristics can define regions. (Interactive Technology)
Regional Foods
http://www.nationalgeographic.com/xpeditions/lessons/04/g35/foods.html - Using this Instructional Resource, students will
explore the culture of different regions by learning about differences in food and recipes. This is a unique way to study the
regions of the United States. The students will create individual or group maps of the United States and the world, based on
what they have learned about various foods and recipes through Internet research. (cross curriculum-language arts: Locate
sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic
resources and Internet-based resources).
Defining Regions
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S03_BB_L05_I05_01.pdf - This instructional resource
“Defining Regions” is an excellent lesson for guiding students to work in heterogeneous groups for the purpose of researching,
and then sharing research, on different regions of North America. This research-based resource is from the Ohio Department of
Education and is aligned to the fifth grade content standards.
"
"
17. Use distribution maps
to describe the patterns of
renewable, nonrenewable
and flow resources in
North America including:
a. Forests;
b. Fertile soil;
c. Oil;
d. Coal;
e. Running water.
GEO
B
5.6
18. Analyze reasons for
conflict and cooperation
among regions of North
America including:
a. Trade;
b. Environmental Issues
c. Immigration
GEO
B
5.7
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
How Much and Where? (distribution maps)
Students read and analyze distribution maps identifying features, symbols, and resources. They then break into groups and
create symbols to represent each resource on their own maps outlining where and why certain nonrenewable, renewable and
flow resources are located. (Interactive Technology) (Cross curriculum-language arts: reading applications: informational,
technical and persuasive text)
Everything comes from Something
http://www.nationalgeographic.com/xpeditions/lessons/16/gk2/everything.html - In this lesson students will learn about
renewable and nonrenewable resources and trace resources' points of origin by constructing and analyzing a product map.
21st Century Skills - 21st Century: Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills,
Creativity and Innovation, Communication and Collaboration)
Electronic Field Trip-Founders or Traitors?
Founders or Traitors? From Subjects to Citizens - Interactive Lesson - This interactive timeline follows five Signers of the
Declaration from 1760 to 1776: John Adams, Benjamin Franklin, Edward Rutledge, John Hancock, and George Washington. It
also includes major events driving the move toward American independence. Selected events reveal each person s transition
from British subject to revolutionary. (Cross curriculum-language arts: Make meaning through asking and responding to a
variety of questions related to text.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
83
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify and explain
ways people have
affected the physical
environment of North
America and analyze
the positive and
negative consequences.
INDICATOR
19. Explain how the
characteristics of different
physical environments
affect human activities in
North America.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GEO
C
5.8
How Physical Systems Affect Human Systems
http://www.nationalgeographic.com/xpeditions/standards/15/index.html - A well articulated overview of some of the issues
related to the fifth grade indicator. Examples are given as to just how physical systems do affect human systems. A good
overview of the topic. (Interactive Technology)
Natural Hazards
http://www.usgs.gov/hazards/ - This standard covers how physical environments affect human activity in North America. The
site is easy to navigate. (Interactive Technology)
1848-1865: Gold Rush Era > Environmental Impact
http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic1d.html - s is a great collection of primary source
documents from Calisphere at the University of California. "The images in this group show mines, miners at work, and the tools
they used. They also illustrate the effect of the mines and the mining industry on California's landscape. Rivers were dammed or
became clogged with sediment, forests were logged to provide needed timber, and the land was torn up - all in pursuit of gold."
(Interactive Technology)
21st Century Skills - 21st Century: Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills
"
20. Analyze the positive
and negative
consequences of human
changes to the physical
environment including:
a. Great Lakes navigation;
b. Highway systems;
c. Irrigation;
d. Mining;
e. Introduction of new
species.
GEO
C
5.9
Introduced Species:
http://www.epa.gov/maia/html/intro-species.html - This content resource from the United States Environmental Protection
Agency explains how new species are introduced into an environment and the consequences of their introduction.
Highway Construction Photographs
http://omp.ohiolink.edu/OMP/NewDetails?oid=1972163 - The fourteen photographs in this resource show highway
construction projects in Lucas and Wood counties. Included are photographs of the construction of interstate highways I-280, I75, and the Ohio Turnpike. In the 1950s Ohio and other states began major projects to develop superhighways connecting major
cities and other states. This resource will relate to student pre existing knowledge base and enhance the relevance of the
standard to student's daily lives. Students will be able to view and analyze the effects by filling in a graphic organizer detailing
their findings or on a poster. (Interactive Technology)
Cleveland Lakefront Photographs
http://omp.ohiolink.edu/OMP/NewDetails?oid=946065 - This content provides three photographed views of the shore of Lake
Erie. These photographs were taken between 1896 and 1900. This resource could be used to teach multiple standards and
diverse content. One use of this resource is to use it to ask students to compare the shore of Lake Erie today, with that depicted
in the photographs. (Interactive Technology)
1848-1865: Gold Rush Era > Environmental Impact
http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic1d.html - This a collection of primary source
documents from Calisphere at the University of California. "The images in this group show mines, miners at work, and the tools
they used. They also illustrate the effect of the mines and the mining industry on California's landscape. Rivers were dammed or
became clogged with sediment, forests were logged to provide needed timber, and the land was torn up - all in pursuit of gold."
(Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
84
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze ways that
transportation and
communication relate
to patterns of
settlement and
economic activity.
INDICATOR
21. Use or construct maps
of colonization and
exploration to explain
European influence in
North America.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GEO
D
5.10
Exploration and Settlement: Map
http://www.lib.utexas.edu/maps/united_states/exploration_1675.jpg - This map gives a detailed description of the extent of
settled areas in the United States in1800, indicated by pink sections. In addition, the map shows over 50 routes taken by early
explorers, each indicated by different colors and styles of lines. Using this information student will create their own exploration
and settlement map based on a European culture either independently or with a partner. (Cross curriculum-language art: fits all
areas in the writing indicators for grade 5)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication
ECONOMICS
Explain the
opportunity costs
involved in the
allocation of scarce
productive resources.
"
22. Compare different
allocation methods for
scarce goods and services
such as prices, command,
first-come-first-served,
sharing equally, rationing
and lottery.
23. Explain that
individuals in all
economies must answer
the fundamental economic
questions of what to
produce, how to produce,
and for whom to produce.
E
A
5.1
There’s Some Good in Gouging
http://karenselick.com/GM980124.html - Ohio fifth grade teachers will find this an excellent resource. It asks students to
compare different allocation methods for scarce goods and services.
Allocation Methods
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S04_BA_L05_I01_01.pdf - This lesson plan comes from
ODE and covers the topic of scarce goods. (Interactive Technology)
Rationing Scarce Goods and Services
http://www.fte.org/teachers/programs/efl/lessons/mon/eflmon4.htm - A high interest activity where students work in groups to
rationing scarce goods in dealing with a t-shirt that is in high demand. (Interactive Technology) (Cross curriculum-language
arts: communications: oral and visual)
E
A
5.2
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication
Hot Shot Business
http://www.disney.go.com/hotshot/hsb.html - Become your own entrepreneur with this great start your own business online
game. Choose businesses such as a skate park or comic book store and decide financing, marketing, customer needs, and other
business components in hopes to make a profit!
Main Economics Questions
http://www.cr1.dircon.co.uk/TB/1/1.1.2.htm - This content resource accurately explains that individuals in all economies must
answer the fundamental economic questions of what to produce, how to produce, and for whom to produce. Students create a
hyperstudio show that describes the five main economic questions and gives examples for each fundamental question.
What To Produce
http://faculty.winthrop.edu/stonebrakerr/book/what_to_produce.htm - Offers a good explanation of factors to consider in
deciding what producers should produce. The article provides a concise overview of the stated topic for the fifth grade teacher.
The article touches on the concepts of allocative efficiency, opportunity costs, and also explains and gives an example of a
production possibilities curve. Information from this can be used in conjunction with the hyerstudio project detailed above
The Write Stuff
http://www.econedlink.org/lessons/index.cfm?lesson=EM397 - Students work in cooperative groups to complete the next
activity in which they identify the natural resources needed to produce pencils and use a map to locate a site for a pencil factory
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
85
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
including the transportation systems needed to deliver the products to consumers. Students also design a pencil or create a
drawing of their own pencil design.
Explain why
entrepreneurship,
capital goods,
technology,
specialization and
division of labor are
important in the
production of goods
and services.
24. Explain how
education, specialization,
capital goods and the
division of labor affect
productive capacity.
E
B
5.3
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
StateMaster
http://www.statemaster.com/statistics - StateMaster is a fantastic site for statistics on all topics concerning the United States. The
information is nicely arranged by topic and can be viewed as totals, per capita, bar graphs, pie charts, or maps. The site allows you to
see correlations (both positive and negative) between different statistical topics. This allows users to investigate relationships, causes,
and effects. The topics areas include crime, economy, education, energy, geography, government, health, housing, immigration,
industry, labor, lifestyle, military, people, elections, sports, trade, transportation, and more. Students create a hyperstudio show that
describes the four main economic questions and gives examples for each. (Interactive Technology) (cross curriculum-math: Read,
construct and interpret frequency tables, circle graphs and line graphs, Select and use a graph that is appropriate for the type of data to
be displayed; i.e. numerical vs. categorical data, discrete vs. continuous data.)
Division of Labor
http://www.eduref.org/Virtual/Lessons/Social_Studies/Economics/ECO0003.html - A fun procedure to use to introduce students
to the assembly line process and compare it to the cottage industry. Students, in two different groups, will assemble paper hotair balloons. Students create a hyperstudio show that describes the four main economic questions and gives examples for each.
Champion Reaping and Mowing Machines Brochure
http://omp.ohiolink.edu/OMP/NewDetails?oid=942607 - Using this resource would be a good addition to any lesson teaching
students about technology and its effect on the production and goods of services.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Explain how
competition affects
producers and
consumers in a market
economy and why
specialization
facilitates trade.
25. Explain how regions
in North America become
interdependent when they
specialize in what they
produce best and then
trade with other regions
inside and outside North
America to increase the
amount and variety of
goods and services
available.
E
C
5.4
Why Trade?
http://nobelprize.org/educational_games/economics/trade/ohlin.html - This comprehensive resource uses the Heckscher-Ohlin
theory to explain why countries trade goods and services with each other. (smartbaord)
Where Did You Come From?
http://www.econedlink.org/lessons/index.cfm?lesson=EM448 - A very fun lesson that teaches students interdependency and
specialization in regards to trade. Interactive on-line resources are used to teach the concepts. The lesson lends itself to
differentiated instruction, because of the interactive technology, connections to life and the variety of on-line activities.
Farming Rights and Product Specialization
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S04_BC_L05_I04_01.pdf - A lesson created by the Ohio
Department of Education. It is a well thought out and complete lesson focusing on the nine farm regions in the United States.
Students are asked to create a poster showing the products that are grown in each of the nine regions.
I'll Trade You a Bag of Chips, Two Cookies, and $60,000 for Your Tuna Fish Sandwich
http://www.econedlink.org/lessons/index.cfm?lesson=EM46 - The focus of this lesson is to understand how supply and demand
is affected by specialization. Students complete a series of activities on line.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking/Problem Solving Skills, Creativity and Innovation,
Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
86
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how
competition affects
producers and
consumers in a market
economy and why
specialization
facilitates trade. (cont.)
INDICATOR
26. Explain the general
relationship between
supply, demand and price
in a competitive market.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
C
5.5
Supply and Demand
http://www.producingohio.org/action/supply/supply11.html - Offers an interactive graph modeling the principles of supply and
demand. (Interactive Technology)
The Changing Price of Corn
http://www.producingohio.org/action/corn/corn1.html - This interactive on-line resource presents scenarios to students. Students
evaluate each situation and determine if each will increase or decrease supply and/or demand. (Interactive Technology or lab)
Demand Shifters
http://www.e-connections.org/lesson7/lesson7.html - This interactive website created by E-connections allows students to learn
about and immediately check their understanding of the relationship between supply, demand, and price.
Why Do I Want All This Stuff?
http://ecedweb.unomaha.edu/lessons/want3-5.pdf - An activity that focuses on advertising. Students are asked to look at
different types of advertising to determine its influence on the consumer demand of products. (Interactive Technology)
Economic Spotter: Supply and Demand at the Gold Rush
http://www.econedlink.org/lessons/index.cfm?lesson=EM328 - Using this instructional resource, provide by EconEdLink a
teacher can instruct their students about the general relationship between supply, demand and price in a competitive market
while visiting the California Gold Rush. This lesson provides you with the resources that you will need to teach this lesson, as
long as the teacher or students have access to a computer with the Internet.
Supply and Demand
http://www.studyzone.org/testprep/ss5/b/ecosanddl.cfm - This web site explains the concepts of supply, demand, producers,
consumers, and more. At the end of the lesson are two interactive activities to try that will let the students read stories dealing
with supply and demand and apply what they have learned.
Lemonade Stand Game
http://www.coolmath-games.com/lemonade/ - This online game is the classic lemonade stand game where you try to make
money by selling lemonade. You monitor the weather conditions, buy supplies, and set the price of the lemonade. This is a fun,
simple, and effective way to teach supply and demand.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
"
27. Explain why
competition among
producers/sellers results in
lower costs and prices,
higher product quality,
and better customer
service.)
E
C
5.6
Woolson Spice Company Trade Cards
http://omp.ohiolink.edu/OMP/NewDetails?oid=617806 - This content resource contains colorful, printed trade cards were
created by the Woolson Spice Company of Toledo, Ohio. The company created cards to commemorate holidays, seasons, and
significant events. The advertising on the back of the cards includes the text, "To secure a picture card like this you have only to
Buy a Package of Lion Coffee." This resource could be used by teachers to demonstrate companies advertised their products
before mass media was an available venue.
Competition: Pizza
http://www.econedlink.org/lessons/index.cfm?lesson=EM383 - In this lesson, students look at businesses, learn about
competition in the marketplace, and see what happens when businesses compete with each other.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
87
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how competition affects producers
and consumers in a
market economy and
why specialization
facilitates trade. (cont.)
GOVERNMENT
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary.
INDICATOR
28. Explain why
competition among
consumers/buyers results
in higher product prices.
29. Explain major
responsibilities of each of
the three branches of the
U.S. government:
a. The legislative branch,
headed by Congress,
passes laws.
b. The executive branch,
headed by the president,
carries out and enforces
the laws made by
Congress.
c. The judicial branch,
headed by the Supreme
Court, interprets and
applies the law.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
C
5.7
Students will analyze store Ads from the Sunday paper to understand supply and demand. Students will use the store Ads to
discuss consumer standpoint. How much would the students be willing to pay for a good or a service? Students will produce and
create an advertisement for their own good/service and present it to the class.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication)
GVT
A
5.1
Branches of Government
http://bensguide.gpo.gov/3-5/government/branches.html - This is an attractive and easy to understand site that explains the
three branches of government. (Interactive Technology)
The American Presidency
http://americanhistory.si.edu/presidency/index.html - This exhibition tells the story of the American presidency through objects
representing the lives and times of the country’s presidents. Topics include an examination of the President's many roles, life in
the White House, and life after the presidency. The site includes an interactive timeline of Presidents, hands-on activities,
reference resources, teacher materials, and more. (Interactive Technology)
Levels of Government
http://www.northcanton.sparcc.org/%7Eelem/kidspiration/merrill/levelsgov.htm - As part of a government unit, discuss the
purposes of different levels of government and the words associated with each level. Students will create a graphic organizer
using Kidspiration with words associated with each level.
The Many Roles of a Member of Congress
http://congress.indiana.edu/modules/many_roles/base.htm - Despite widespread coverage of Congress, what Members do on a
daily basis is still a mystery to most people, even though several of those roles might be of particular benefit to them. This
module gives an overview of Members' various roles, from national legislator and investigator to constituent helper, educator,
and civic promoter. Interactive sections go through a typical day in DC, and then show some quite different roles back home.
You will hear from experts and then try your hand at sorting out some of the challenges facing a new Member of Congress.
How Does Government Affect Me?
http://pbskids.org/democracy/mygovt/index.html - This interactive website shows a map of a typical community where you can
click on different buildings to learn how the government affects many areas of life. The buildings include a park, courthouse,
school, police department, fire station, TV station, library, hospital, Capitol, and more.
President for a Day
http://pbskids.org/democracy/presforaday/index.html - At this interactive site the student gets to be President for a day. First
they fill in biographical information about themselves. Next they go through the day choosing how they wish to spend each
hour. With each choice they learn information about that part of a President's duties. With several choices at each step, each
student can have a completely different experience. At the end, a newspaper is generated that summarizes all the details of the
student's day as President. (Cross curriculum-language art: fits all areas in the writing indicators for grade 5)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
88
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify the
responsibilities of the
branches of the U.S.
government and
explain why they are
necessary. (cont.)
Give examples of
documents that specify
the structure of state
and national
governments in the
United States and
explain how these
documents foster selfgovernment in a
democracy.
INDICATOR
30. Explain the essential
characteristics of
American democracy
including:
a. The people are the
source of the
government’s authority.
b. All citizens have the
right and responsibility
to vote and influence
the decisions of the
government.
c. The government is run
directly by the people or
through elected
representatives.
d. The powers of
government are limited
by law.
e. Basic rights of
individuals are
guaranteed by the
Constitution.
31. Explain the
significance of the
Declaration of
Independence and the
U.S. Constitution.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GVT
A
5.2
Inside the Voting Booth
http://pbskids.org/democracy/vote/index.html - This colorful web site addresses voting in three different ways. first, it explains
the importance of voting by looking at elections that came down to a few votes. Then it gives a history of voting by looking at
important changes in voting over time. Finally, it gets kids to think about what issues are important to them by having them
participate in a sample election.
Election Process
http://bensguide.gpo.gov/3-5/election/index.html - These pages explain the election process for Federal officials, including
President and Vice President, Senators, and Representatives. (Interactive Technology)
Electing a President
http://www2.lhric.org/pocantico/election/election.htm - This is a great election web site created by and for elementary children.
It includes information on how the president is elected, a list of vocabulary words, puzzles, quizzes, a teacher's guide, links to
additional resources, and more.
The Importance of Civic Participation
http://congress.indiana.edu/modules/civic_participation/base.htm - This interactive online module explains all about civic
participation. Sections include ways to participate, where to go with problems (Federal, State, or Local), the importance of
voting, how to contact legislators, examples of people who have made a difference, interest groups, and much more.
Vote-B-Gone- A Political Cartoon
http://www.pbs.org/pov/pov2004/election/cartoons/cartoon.html - In this content resource presented by PBS, the students view
a two minute animated video about voting. This video uses contradictory reasons in a unique way to show students the reasons
Americans should vote. (Interactive Technology).
GVT
B
5.3
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Historical Documents
http://bensguide.gpo.gov/3-5/documents/index.html - This is an attractive and easy to understand site that teaches about several
important historical documents including the Declaration of Independence and the US Constitution. (Interactive Technology)
The Interactive Constitution
http://www.constitutioncenter.org/constitution/details_explanation.php?link=010&const=01_art_01 - This interactive website
provides the reader with the actual text of the constitution and a detailed explanation of the document.
To Form a More Perfect Union
http://memory.loc.gov/ammem/collections/continental/intro01.html - This content resource is a seven-page article that
chronicles the founding of our nation from Colonial resistance of British rule and the Revolutionary War, through the drafting
and ratification of the Constitution. The Library of Congress’s American Memory provides this fantastic article. In this article
the reader can click on the primary document provided and enlarge it for all to view. The article would prepare the educator for
instructing about this time period, 1774 – 1789, in American history. This article explains the significance of the Declaration of
Independence and the United States Constitution and the primary documents would make a great addition to any lesson.
Tour of The Federal Government
http://congressforkids.net/Independence_index.htm - This content resource is from Congress for Kids and covers the
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
89
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
significance of the Declaration of Independence and the Constitution. Students read each section on the Declaration and the
Constitution, and then take a little mini quiz on the section that they have read.
Declaration of Independence and Constitution
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S05_BB_L05_I03_01.pdf - The lesson is divided into
two sections (Declaration of Independence and Constitution). Students will gain an understanding of each document through
various activities.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Explain how citizens
32. Explain how an
CRR
take part in civic life
individual acquires U.S.
A
in order to promote
citizenship:
5.1
the common good.
a. Birth;
b. Naturalization.
Citizenship
http://bensguide.gpo.gov/3-5/citizenship/index.html - This is an attractive and easy to understand site that explains how people
are or become US citizens. (Interactive Technology)
How To Become An American
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S06_BA_L05_I01_01.pdf - This lesson from the Ohio
Department of Education utilizes a variety of instructional strategies to teach students about acquiring U.S. citizenship.
Strategies include cooperative learning, graphic organizers, and kinesthetic activities.
Naturalization
http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid=ce2b2cd1f7e9e010VgnVC
M1000000ecd190aRCRD - This site explains how an individual acquires U.S. citizenship, both by birth and naturalization. The
home page provides information on the requirements for naturalization and the link “Citizenship” contains information
regarding citizenship by birth. There are many related links providing additional information on citizenship. This is an excellent
site that is easy to navigate and directly aligned with this Benchmark and Indicator. (Interactive Technology)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Identify rights and
responsibilities of
citizenship in the
United States that are
important for
preserving democratic
government.
33. Explain the obligations
of upholding the U.S.
Constitution including:
a. Obeying laws;
b. Paying taxes;
c. Serving on juries;
d. Registering for selective
service.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CRR
B
5.2
How Can Citizens Participate?
http://www.civiced.org/index.php?page=wtp_ms28_tg -This lesson addresses is the right to participate in governing our nation. The
lesson will discuss the different ways you may participate. Students read and discuss the definition of the term "citizen." Students take
part in a problem-solving activity in which they learn of various forms of political participation and they identify and discuss their
advantages and disadvantages. The lesson ends with a discussion of why citizens should participate and what factors they should
consider in making decisions about participation.
"What Responsibilities Accompany Our Rights?"
http://www.civiced.org/index.php?page=ES_Teacher_s_Guide - This lesson looks at an important question students will face as
citizens: What responsibilities accompany our basic rights? The lesson begins with a class discussion of the importance of citizens
fulfilling responsibilities in order to protect their rights. The class then engages in a problem-solving activity that examines specific
responsibilities that might be connected with protecting the five basic rights studied in Unit Four, and poses the question of what might
happen if citizens did not fulfill these responsibilities. Follow-up activity: Have students draw posters that illustrate responsibilities that
are associated with each basic right.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovations, Communication
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
90
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify rights and
responsibilities of
citizenship in the
United States that are
important for
preserving democratic
government. (cont.)
INDICATOR
34. Explain the significance
of the rights that are
protected by the First
Amendment including:
a. Freedom of religion;
b. Freedom of speech;
c. Freedom of the press;
d. Right of petition and
assembly.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
B
5.3
Amendments to the U.S. Constitution
http://wisc-online.com/objects/index_tj.asp?objid=SOC5602 - At this interactive web site, students explore the history of U.S.
Constitutional amendments and process involved in adding an amendment. In an interactive exercise, learners author their own
amendments/explain why these should be added to the Constitution. Their comments can be automatically emailed to their
teacher.
The First Amendment - First for a Reason
http://www.illinoisfirstamendmentcenter.com/freedoms.php - Resource to use while exploring the identified Ohio fifth grade
Citizenship Rights and Responsibilities indicator. Using a short flash intro with sound and movement, this website is sure to
keep students' interest. A short description is followed links that provide a user with examples and additional information.
Know Your Rights
http://www.timeforkids.com/TFK/media/teachers/pdfs/2001F/011207wr1.pdf - Excellent content resource that also includes an
assessment piece. The Time for Kids article on some of the Amendments to the Constitution addresses the standard designated
for this lesson: explain the significance of the rights protected by the first Amendment. It also includes a statement on the use of
a jury in the judicial system. The resource is explained in a manner that fifth graders should be able to comprehend. There also
is a critical thinking approach in which students are able to tell how the Amendment is important to them.
First Amendment Rights
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S06_BB_L05_I03_01.pdf - This instructional lesson,
presented by the Ohio Department of Education website is a multiple-day lesson in which students will use a problemsolving/decision-making process and their knowledge of First Amendment rights to analyze and implement a solution for a
school-related issue.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
SOCIAL STUDIES SKILLS AND METHODS
Obtain information
35. Obtain information
from a variety of
from a variety of print and
primary and
electronic sources and
secondary sources
analyze its reliability
using the component
including:
parts of the source.
a. Accuracy of facts;
b. Credentials of the
source.
"
36. Locate information in a
variety of sources using
key words, related articles
and cross-references.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
SM
A
5.1
SM
A
5.2
StateMaster
http://www.statemaster.com/statistics - StateMaster is a fantastic site for statistics on all topics concerning the United States.
The information is nicely arranged by topic and can be viewed as totals, per capita, bar graphs, pie charts, or maps. Best yet, the
site allows you to see correlations (both positive and negative) between different statistical topics. This allows users to
investigate relationships, causes, and effects. The topics areas include crime, economy, education, energy, geography,
government, health, housing, immigration, industry, labor, lifestyle, military, people, elections, sports, trade, transportation, and
more. (Cross curriculum-math: Read, construct and interpret frequency tables, circle graphs and line graphs, Select and use a
graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving
Electronic Field Trip
Jamestown Unearthed: Teacher's Guide: Lesson One - Settling Jamestown - In this lesson, students will review the Virginia
Company's instructions for colonists settling in Virginia, identify challenges and conditions the colonists encountered, and
describe what life was like in early Jamestown. As a result of this lesson, students will be able to 1) read and analyze primary
sources, 2) analyze the Virginia Company's instructions to the Jamestown colonists, 3) identify factors the colonists encountered
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
91
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
INDICATOR
while establishing Jamestown, and 4) describe what life was like in the early settlement. (cross curriculum-language arts: Apply
self-monitoring strategies to clarify confusion about text and to monitor comprehension.)
Electronic Field Trip
Founders or Traitors? - Lesson Two - Primary Source Analysis - Students read and analyze primary sources, evaluate
different points of view presented by primary source documents, and apply their understanding by writing their own "primary
sources" using the appropriate voices. (cross curriculum-language arts: Apply self-monitoring strategies to clarify confusion
about text and to monitor comprehension.)
Electronic Field Trip
No Master Over Me: Teacher's Guide: Lesson One - Trapped Between Two Worlds - Intended as a study of the free black
population living in a slaveholding society, this lesson offers an alternative to the typical view of enslaved African Americans in
colonial America. Students will be able to analyze primary and secondary sources to determine point of view, voice the
perspectives of free and enslaved African-Americans in eighteenth-century Virginia, and compare and contrast the lives of free
and enslaved African-Americans in eighteenth-century Virginia. (cross curriculum-language arts: Apply self-monitoring
strategies to clarify confusion about text and to monitor comprehension.)
Obtain information
from a variety of
primary and
secondary sources
using the component
parts of the source.
(cont.)
37. Differentiate between
primary and secondary
sources.
SM
A
5.3
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Electronic Field Trip
No Master Over Me: Teacher's Guide: Lesson One - Trapped Between Two Worlds - Intended as a study of the free black
population living in a slaveholding society, this lesson offers an alternative to the typical view of enslaved African Americans in
colonial America. Students will be able to analyze primary and secondary sources to determine point of view, voice the
perspectives of free and enslaved African-Americans in eighteenth-century Virginia, and compare and contrast the lives of free
and enslaved African-Americans in eighteenth-century Virginia.
Electronic Field Trip
Jamestown Unearthed: Teacher's Guide: Lesson One - Settling Jamestown - In this lesson, students will review the
Virginia Company's instructions for colonists settling in Virginia, identify challenges and conditions the colonists encountered,
and describe what life was like in early Jamestown. As a result of this lesson, students will be able to 1) read and analyze
primary sources, 2) analyze the Virginia Company's instructions to the Jamestown colonists, 3) identify factors the colonists
encountered while establishing Jamestown, and 4) describe what life was like in the early settlement.
Electronic Field Trip
Founders or Traitors? - Lesson Two - Primary Source Analysis - Students read and analyze primary sources, evaluate
different points of view presented by primary source documents, and apply their understanding by writing their own "primary
sources" using the appropriate voices.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
92
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use a variety of
sources to organize
information and draw
inferences.
INDICATOR
38. Read information
critically in order to
identify:
a. The author;
b. The author’s
perspective;
c. The purpose.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
B
5.4
Electronic Field Trip
Jamestown Unearthed: Teacher's Guide: Lesson One - Settling Jamestown
In this lesson, students will review the Virginia Company's instructions for colonists settling in Virginia identify challenges and
conditions the colonists encountered, and describe what life was like in early Jamestown. As a result of this lesson, students will
be able to 1) read and analyze primary sources, 2) analyze the Virginia Company's instructions to the Jamestown colonists, 3)
identify factors the colonists encountered while establishing Jamestown, and 4) describe what life was like in the early
settlement. (cross curriculum-language arts: Apply self-monitoring strategies to clarify confusion about text and to monitor
comprehension.)
Electronic Field Trip
Founders or Traitors? - Lesson One - To Sign or Not to Sign?
Students read and analyze biographical information, work cooperatively to explore differing viewpoints on independence and
describe how race, gender, and social class might affect a person's political opinions. (Language arts: Apply self-monitoring
strategies to clarify confusion about text monitor.)
"
39. Compare points of
agreement and
disagreement among
sources.
SM
B
5.5
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Electronic Field Trip
Jamestown Unearthed: Sifting Through Time - Video Segment 3
Viewers see Jamestown settlers engaged in daily activities such as cultivating tobacco, storing muskets in an armory, and
cooking. Historian Jim Horn debunks the myth that the early settlers were lazy gentlemen: Archaeological evidence indicates
they worked very hard. Explore what happens to artifacts after their discovery: they are washed, sorted by context, catalogued,
conserved, studied, and carefully stored.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking
"
40. Draw inferences from
relevant information.
SM
B
5.6
Electronic Field Trip
Jamestown Unearthed: Digging for the Story - Interactive Lesson
Jamestown stereotypes are often identified with the unlikely John Smith-Pocahontas romance, confusion over priority with
Plymouth Rock, and other myths. This activity lets students compare their own Jamestown assumptions by identifying common
misperceptions.
Electronic Field Trip
Character Trading Cards
The Character Trading Cards tool allows students to create their own character cards, which they can then print off, illustrate,
and trade or keep. Students will need to infer to describe a character, look at his or her thoughts and feelings, explore how he or
she develops, and make personal connections to the character.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
93
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Use a variety of
41. Organize key ideas by
sources to organize
taking notes that
information and draw paraphrase or summarize.
inferences. (cont.)
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
B
5.7
Electronic Field Trip
Founders or Traitors? - Final Evaluation Activity
Students research a signer of the Declaration of Independence, organize and write about their research results. They evaluate the
signer's contribution to American history, explain how the person's political stance and life events might have affected his
views, and describe his life during and after the revolutionary War.
Electronic Field Trip
Treasure Keepers: Teacher’s Guide: Lesson One - Nothing Lasts Forever
Students will identify six major agents of artifact destruction, observe and describe effects of these agents of destruction, and
recognize conditions in their everyday lives that lead to deterioration of objects.
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Communicate social
studies information
using graphs or
tables.
42. Communicate research
findings using line graphs
and tables.
SM
C
5.8
Line Graphs
http://www.studyzone.org/mtestprep/math8/f/linegraphl.cfm
This web site uses clear explanations and diagrams to teach how to read and create line graphs. After the review, students can
take an interactive quiz on the material. (cross curriculum-language arts: Read, construct and interpret frequency tables, circle
graphs and line graphs.)
Using Line Graphs
http://www.studyzone.org/mtestprep/math8/f/linegraphles.cfm
This web site explains the advantages and disadvantages of line graphs, and provides an interactive quiz. . (cross curriculumlanguage arts: Read, construct and interpret frequency tables, circle graphs and line graphs.)
Electronic Field Trip
Founders or Traitors? - Lesson One - To Sign or Not to Sign?
Students read and analyze biographical information, work cooperatively to explore differing viewpoints on independence, and
describe how race, gender, and social class might affect a person's political opinions. (curriculum-language arts: Read,
construct and interpret frequency tables, circle and line graphs)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
94
SOCIAL STUDIES
GRADE 5
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use problem-solving
skills to make
decisions individually
and in groups.
INDICATOR
43. Use a problemsolving/decision-making
process which includes:
a. Identifying a problem;
b. Gathering information;
c. Listing and considering
options;
d. Considering advantages
and disadvantages of
options;
e. Choosing and
implementing a
solution;
f. Developing criteria for
judging its
effectiveness;
g. Evaluating the
effectiveness of the
solution.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
D
5.9
Researching and Interpreting History through Material Culture
http://www.historyworksohio.org/tutorials/detail.cfm?id=2 - Using this resource teaches will explore with their students how
cultural differences among American Indians and Europeans settlers caused disputes and conflicts.
Electronic Field Trip
No Master Over Me: Degrees of Freedom - Interactive Lesson - This activity builds upon the first activity and video segment to
explore the degrees of freedom between fully enslaved and fully free. During the activity, a series of brief statements appear,
each describing a characteristic of free/free black/slave life. The statement appears in all three columns (free/black free/slave),
and students must decide where it does not apply.
Electronic Field Trip
Founders or Traitors? - Final Evaluation Activity - Students research a signer of the Declaration of Independence, organize and
write about their research results. They evaluate the signer's contribution to American history, explain how the person's political
stance and life events might have affected his views, and describe his life during and after the revolutionary War. (cross
curriculum-language arts: (cross curriculum-language art: fits all areas in the writing indicators for grade 5)
Electronic Field Trip
Founders or Traitors? - The Hanging List - Interactive Lesson - In this activity, students play the role of British admiral Howe s
aide in late 1776. In a video introduction, Admiral Howe says that a handful of radicals are fomenting rebellion, and if they can
be captured, everything will settle down. He assigns the player to investigate a handful of prominent colonists, and then decide
whether they might be persuaded to return to the British fold, or are incorrigible rebels that should be hanged if captured. The
student must travel around Philadelphia (depicted by a period print of the waterfront) and gather information about each person
on the list by interviewing local people. (cross curriculum-language arts: Locate sources and gather relevant information from
multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources)
21st Century Skills - Information, Media and Technology Skills, Critical Thinking and Problem Solving Skills, Creativity and
Innovation, Communication and Collaboration
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
95
GRADE 6
96
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
HISTORY
Interpret relationships
between events shown
on multiple-tier time
lines.
INDICATOR
1. Construct a multipletier time line from a list
of events and interpret
the relationships between
the events.
H
A
6.1
Lesson Ideas
 Students will construct a multiple-tier timeline on a topic of their choice using Timeliner.
Technology and Resources – Timeliner,
http://www.hyperhistory.com/online_n2/History_n2/a.html
http://www.mapsofwar.com/images/Religion.swf
Interactive Technology students will use the Interactive Technology to put dates in chronological order.
"
2. Arrange dates in order
on a time line using the
conventions of B.C. and
A.D. or B.C.E. and C.E.
H
A
6.2
Cross Curriculum In conjunction with language arts students will research a significant American and relate events
in their life to events happening around the world during that particular time period.
Lesson Ideas
 Students will construct a timeline putting dates in chronological order after discussions on various civilizations.
 Students will construct a group timeline of Chinese history from the Shang and Zhou dynasties through the Yaun
and Ming dynasties. The students will list major events, people, and inventions that were historically significant.
 Mexico Unit: Students will create a comic strip of a country’s significant historical events with dates and
drawings included.
Technology and Resources – United Streaming (China: From Past to Present:)
Describe the political
and social
characteristics of early
civilizations and their
enduring impact on
later civilizations.
3. Describe the early
cultural development of
humankind from the
Paleolithic Era to the
revolution of agriculture
including:
a. Hunting and
gathering;
b. Tool making;
c. Use of fire;
d. Domestication of
plants and animals;
e. Organizing societies;
f. Governance.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
H
B
6.3
21st Century Skills – collaboration skills and communication and information skills
Lesson Ideas
 Students will sequence events to show how one event impacts the next using cause and effect
Technology and Resources – United Streaming (Our Neighbor to the South),
http://www.ohiotreasurechest.org/cgi-bin/indicator_list.pl?course=CSS.L06
21st Century Skills – critical thinking and problem solving
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
97
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Describe the political
and social
characteristics of early
civilizations and their
enduring impact on
later civilizations.
(cont.)
Describe the effects of
interactions among
civilizations during
the 14th through the
18th centuries.
INDICATOR
4. Compare geographic,
political, economic and
social characteristics of the
river civilizations in the
Tigris and Euphrates
(Mesopotamia), Nile
(Egypt), Huang Ho and
Indus valleys before 1000
B.C. including:
a. Location;
b. Government;
c. Religion;
d. Agriculture;
e. Cultural and scientific
contributions.
5. Describe the
characteristics of Maya,
Inca, Aztec and
Mississippian civilizations
including:
a. Location;
b. Government;
c. Religion;
d. Agriculture;
e. Cultural and scientific
contributions.
PEOPLE IN SOCIETIES
Compare cultural
6. Compare the cultural
practices, products
practices and products of
and perspectives of
the societies studied
past civilizations in
including:
order to understand
a. Class structure;
commonality and
b. Gender roles;
diversity of cultures.
c. Beliefs;
d. Customs and
traditions.
H
B
6.4
Lesson Ideas
 Students will use themed atlas maps to compare civilizations.
H
D
6.5
Lesson Ideas After class discussions of Maya, Inca, Aztec, and Mississippian civilizations, the students will create graphic
organizers to compare the four civilizations.
 Students will complete a Venn diagram to compare and contrast the Mayan and the Aztec civilizations.
 The students will determine by reading and note-taking the contributions each civilization has given to society.
Technology and Resources – http://www.mrdowling.com/603mesopotamia.html,
http://www.harappa.com/har/har0.html
Technology and Resources – http://mayas.mrdonn.org/empire.html
http://www.civilization.ca/civil/maya/mminteng.html
http://www.pbs.org/opb/conquistadors/home.htm
http://www.ology.amnh.org/archaeology/inca/index.html
PS
A
6.1
Lesson Ideas
 The students will participate in a simulation of Chinese society. Students are assigned a Hsing (clan) and develop
a banner of their beliefs, determine who the highest rank according to leadership has shown within the group,
research calligraphy, Chinese kite flying, use of chopsticks, and virtues of each Hsing. (collaboration with team
members)
 The South American scrapbook, which includes labeling major landforms of a country, the culture of a country,
weather of that particular country, landmarks of the country, and how that country got its independence.
Cross Curriculum – Chinese, Art
21st Century Skills - collaboration, communication, and information gathering
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
98
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Compare cultural
practices, products
and perspectives of
past civilizations in
order to understand
commonality and
diversity of cultures.
(cont.)
INDICATOR
7. Compare world
religions and belief
systems focusing on
geographic origins,
founding leaders and
teachings including:
a. Buddhism;
b. Christianity;
c. Judaism;
d. Hinduism;
e. Islam.
PS
A
6.2
Lesson Ideas
 Students create graphic organizers of the 5 main religions comparing and contrasting the belief systems,
geographic origins, leaders, and teachings.
 The students will look at a world map with the origins of the 5 main religions and determine where each religion
exists today.
 The students will develop a compare and contrast paper between two religions.
 The students will be given one of the following topics to research for each of the 5 main religions (holidays,
ritual, costumes and traditions, major beliefs, origin and history, important people of the past and present).
Students will present information orally.
Technology and Resources – http://www.mrdowling.com/605westr.htmlin
http://www.mapsofwar.com/images/Religion.swf, Video “Basic Religious Beliefs”
21st Century Skills – diversity
Analyze examples of
interactions between
cultural groups and
explain the factors
that contribute to
cooperation and
conflict.
8. Explain factors that
foster conflict or
cooperation among
countries:
a. Language;
b. Religion;
c. Types of
government;
d. Historic
relationships;
e. Economic interests.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
B
6.3
Technology and Resources - Junior Scholastic magazine
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
99
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
GEOGRAPHY
Identify on a map the
location of major
physical and human
features of each
continent.
INDICATOR
9. Place countries, cities,
deserts, mountain ranges
and bodies of water on
the continents on which
they are located.
GEO
A
6.1
Lesson Ideas
 The students label the countries for the continents of Central America, Caribbean Islands, South America, Africa,
Asia, and Europe.
 Utilizing the Interactive Technology prepared maps, student will label accordingly.
Technology and Resources – Interactive Technology,
http://www.mapsofwar.com/images/Religion.swf
http://www.worldatlas.com/aatlas/world.htm
https://www.cia.gov/library/publications/the-world-factbook/index.html
United Streaming (World Geography of South America) (Geography of the World: Europe…)
Lesson Ideas
 The students are given maps of specific continents and will locate the physical landforms on each map.
 The students create fictitious maps using a minimum of 10 landforms. The students will present their information
to the class.
"
Define and identify
regions using human
and physical
characteristics.
10. Use coordinates of
latitude and longitude to
locate points on a world
map.
GEO
A
6.2
11. Explain the
distribution patterns of
economic activities and
how changes in
technology,
transportation,
communication and
resources affect those
patterns including:
a. Agriculture;
b. Mining;
c. Fishing;
d. Manufacturing.
GEO
B
6.3
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
21st Century Skills - communication skills and information skills
Lesson Ideas
 The students will use latitude and longitude to locate landmarks, countries, and cities all over the world.
Technology and Resources - http://www.worldatlas.com/aatlas/world.htm
https://www.cia.gov/library/publications/the-world-factbook/index.html
Lesson Ideas
 The students will discuss the effects of both the United States economy and Mexico’s economy in relationship to
the development of manufacturing. (Maquiladoras)
 The students will discuss why early people settled along the Nile River in Egypt and how damming the river has
affected the fertile soils of today.
 The student’s research and complete “big maps” of Europe focusing on exportation of natural resources.
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
100
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Define and identify
regions using human
and physical
characteristics. (cont.)
12. Identify and describe
a variety of physical and
human regions by
analyzing maps, charts
and graphs that show
patterns of characteristics
that define regions.
GEO
B
6.4
Explain how the
environment
influences the way
people live in
different places and
the consequences of
modifying the
environment.
13. Describe ways
human settlements and
activities are influenced
by environmental factors
and processes in different
places and regions
including:
a. Bodies of water;
b. Landforms;
c. Climates;
d. Vegetation;
e. Weathering;
f. Seismic activity.
GEO
C
6.5
Technology and Resources - “Newsdepth” and Jr. Scholastic magazine
14. Describe ways in
which human migration
has an impact on the
physical and human
characteristics of places
including:
a. Urbanization;
b. Desertification;
c. Deforestation.
GEO
C
6.6
Lesson Ideas
 The students will choose one ancestor from each side of their family and interview them about their culture.
"
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas
 Students compare and contrast the GDP, population, life expectancy, and literacy rate between major countries
and the United States and make generalizations about the two.
Technology and Resources – https://www.cia.gov/library/publications/the-world-factbook/index.html
Technology and Resources – http://www.un.org/cyberschoolbus/habitat/index.asp
21st Century Skills – communication skills, and information skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
101
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain how the
environment
influences the way
people live in
different places and
the consequences of
modifying the
environment. (cont.)
Explain reasons that
people, products and
ideas move from place
to place and the
effects of that
movement on
geographic patterns.
"
ECONOMICS
Explain how the
endowment and
development of
productive resources
affect economic
decisions and global
interactions.
INDICATOR
15. Describe ways
humans depend on and
modify the environment
and the positive and
negative consequences of
the modifications
including:
a. Dam building;
b. Energy
production/usage;
c. Agriculture;
d. Urban growth.
16. Explain push and pull
factors that cause people
to migrate from place to
place including:
a. Oppression/Freedom
b. Poverty/Economic
opportunity;
c. Cultural ties;
d. Political conflicts;
e. Environmental
factors.
17. Identify and explain
primary geographic causes
for world trade including
the uneven distribution of
natural resources.
GEO
C
6.7
18. Explain how the
availability of productive
resources and
entrepreneurship affects
the production of goods
and services in different
world regions.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas
 Students view video of the building of Panama Canal and the positive impact it has had on the economy of
Central America and the benefits to the world.
 Students discuss China’s growing population and the stipulations the government has put on their society.
Technology and Resources - video “The Building of the Panama Canal”,
http://www.epa.gov/recyclecity/gameint.htm
GEO
D
6.8
Lesson Ideas
 Students choose one ancestor from each side of their family and interview them about their culture.
GEO
D
6.9
Lesson Ideas
 The students will look at resource maps and make inferences based on their observations.
E
A
6.1
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming: Understanding Economics,
http://www.nationmaster.com/cat/eco-economy
21st Century Skills – Understanding US Economic Issues in Global Economy
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
102
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain how the
endowment and
development of
productive resources
affect economic
decisions and global
interactions. (cont.)
Explain why trade
occurs and how
historical patterns of
trade have contributed
to global
interdependence.
"
"
Identify connections
between government
policies and the
economy.
INDICATOR
19. Explain that most
decisions involve tradeoffs and give examples.
E
A
6.2
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming Understanding Economics,
http://www.nationmaster.com/cat/eco-economying
Understanding Economics.
20. Explain why trade
occurs when individuals,
regions and countries
specialize in what they
can produce at the lowest
opportunity cost and how
this causes both
production and
consumption to increase.
21. Identify goods and
services that are imported
and exported and explain
how this trade makes
countries interdependent.
22. Describe how supply
and demand helps to set
the market-clearing price
for goods and services
and how prices reflect
the relative scarcity of
goods and services.
23. Distinguish between
goods and services
typically produced by the
private sector and the
public sector.
E
B
6.3
21st Century Skills – Understanding US Economic Issues in Global Economy
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming: Understanding Economics,
http://www.nationmaster.com/cat/eco-economy
21st Century Skills – Understanding US Economic Issues in Global Economy
E
B
6.4
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming: Understanding Economics
E
B
6.5
21st Century Skills – Understanding US Economic Issues in Global Economy
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming: Understanding Economics
21st Century Skills – Understanding US Economic Issues in Global Economy
E
C
6.6
Lesson Ideas
 Students will participate in the “Junior Achievement” program and view United Streaming: Understanding
Economics.
Technology and Resources - United Streaming: Understanding Economics
21st Century Skills – Understanding US Economic Issues in Global Economy
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
103
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
GOVERNMENT
Explain why people
institute governments,
how they influence
governments, and how
governments interact
with each other.
"
"
Compare the defining
characteristics of
democracies,
monarchies and
dictatorships.
INDICATOR
24. Explain reasons for
the creation of
governments such as:
a. Protecting lives,
liberty and property;
b. Providing services
that individuals
cannot provide for
themselves.
25. Describe how the
world is divided into
countries that claim
sovereignty over
territory, and countries
may be further divided
into states or provinces
that contain cities and
towns.
26. Explain the ways that
countries interact with
each other including:
a. Diplomacy;
b. Treaties;
c. International
meetings and
exchanges (e.g.,
United Nations);
d. Military conflict.
27. Describe the defining
characteristics of
democracies, monarchies
and dictatorships.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GVT
A
6.1
Lesson Ideas
 The students will compare and contrast living in a democracy versus dictatorship.
GVT
A
6.2
Lesson Ideas
 The students will read and discuss European colonization of countries throughout the world.
GVT
A
6.3
Lesson Ideas
 The students will discuss how NAFTA has increased trade within North America and the impact it has had on the
North American economy.
GVT
C
6.4
Lesson Ideas
 Given a list of characteristics, the student will determine the government.
Technology and Resources – http://www.mrnussbaum.com/countriescode2.htmworld
Technology and Resources – http://www.historyforkids.org/learn/government/index.htm
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
104
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Show the relationship 28. Explain how
CRR
between civic
opportunities for citizens A
participation and
to participate in and
6.1
attainment of civic
influence the political
and public goals.
process differ under
various systems of
government.
Identify historical
29. Compare the rights
CRR
origins that influenced and responsibilities of
B
the rights U.S. citizens citizens living under
6.2
have today.
various systems of
government
SOCIAL STUDIES SKILLS AND METHODS
Analyze different
30. Use multiple sources
SM
perspectives on a
to define essential
A
topic obtained from a
vocabulary and obtain
6.1
variety of sources.
information for a
research project
including:
a. Almanacs;
b. Gazetteers;
c. Trade books;
d. Periodicals;
e. Video tapes;
f. Electronic sources.
Organize historical
31. Analyze information
SM
information in text or
from primary and
B
graphic format and
secondary sources in
6.2
analyze the
order to summarize,
information in order
make generalizations and
to draw conclusions.
draw conclusions.
"
32. Organize information SM
using outlines and
B
graphic organizers.
6.3
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Technology and Resources - Junior Scholastic magazine and “Newsdepth” video.
Lesson Ideas
 Students will compare and contrast China’s government with the United States government.
Lesson Ideas
 The students will use the internet and library as a resource for materials on various research projects including
o The South American scrapbook, which includes labeling major landforms of a country, the culture of a
country, weather of that particular country, landmarks of the country, and how that country got its
independence.
o Travel Europe fair which includes labeling major landforms of a country, holidays celebrated in that
particular country, the religion of that country, the current government of that country, the language of that
country, the currency of that country, major historical events of that country.
Technology and Resources – Create a web page for each European country using the researched information.
21st Century Skills - communication and information skills
Lesson Ideas
 Students will choose one ancestor from each side of your family and interview them about their culture.
Technology and Resources - http://www.nationmaster.com/statistics
21st Century Skills - communication and information skills
Lesson Ideas
 The students organize information with a variety of graphic organizers when presented with new material on
different countries.
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
105
SOCIAL STUDIES
GRADE 6
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Organize historical
information in text or
graphic format and
analyze the
information in order
to draw conclusions.
(cont.)
Present a position and
support it with
evidence and citation
of sources.
"
Work effectively in a
group.
INDICATOR
33. Read and interpret
pictographs, bar graphs,
line graphs, circle graphs,
tables and flow charts.
SM
B
6.4
34. Complete a research
project that includes a
bibliography.
SM
C
6.5
Lesson Ideas
 Students will cite references for their Europe project using a bibliography.
35. Communicate a
position on a topic orally
or in writing and support
the position with
evidence.
SM
C
6.6
Lesson Ideas
 The students will complete a fictitious problem: the students research various problems happening today in the
world. Each student’s develops a world problem within their country and writes how that problem will be solved
with in their country.
 The students will write to WVIZ on a topic presented in the “Newsdepth” video and their reaction to that
particular news story.
36. Work effectively to
achieve group goals:
a. Engage in active
listening;
b. Provide feedback in
a constructive
manner;
c. Help establish group
goals;
d. Take various roles
within the group;
e. Recognize
contributions of
others.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas
 The students analyze at tables to compare economies between countries and make statements.
 Students will read Junior Scholastic magazine human interest articles.
Technology and Resources – http://www.nationmaster.com/statistics
SM
D
6.7
21st Century Skills – critical thinking skills
Lesson Ideas
 Students will complete various group projects including Caravans, China Simulation, and Europe Fair (big maps).
21st Century Skills- collaboration skills, communication skills and information skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
106
GRADE 7
107
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
HISTORY
Interpret relationships
between events shown
on multiple-tier time
lines.
INDICATOR
1. Group events by
broadly defined
historical eras and enter
onto multiple-tier time
lines.
H
A
7.1
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation, and
Exploration/Expansion.
Explanation of Indicator: Revised Indicator A
 Create a timeline with a title and label the basic time period.
 Label the major events and the years in which they occurred (ex. pyramids built).
 Divide the timeline into different time periods for the same topic (ex. old kingdom, new kingdom).
 Timelines may have many levels for different categories of events (ex. government, economics, inventions) and may assist
in comparing different groups of people (ex. Egypt to Mesopotamia).
 Assist students in understanding of the history of civilization in various parts of the world.
 Use the timeline as a visual aid to help students to grasp the big picture of time and connections between civilizations in
different parts of the world.
21st Century Skills to Address:
 Visual learning and adaptability skills addressed through use of this timeline.
 Critical thinking enhanced through the use of the timeline and discussion of connections and patterns of history.
 Global awareness enhanced through the understanding of the history of civilization in various parts of the world.
Methods/Suggestions for Implementation:
 Create a timeline at the start of the year.
 Display in classroom and address it regularly when transitioning from one civilization to another. -Draw connections and
point out overlaps between timelines for different groups.
 Teacher-facilitated timeline explanation using the timeline as a visual aid to enhance communication, adaptability and
visual learning skills.
 Use when comparing different groups of people (ex. Egypt to Mesopotamia).
 Use when transitioning between civilizations. (For example, point out that during the Golden Age of Greece, the Roman
civilization was just being established) Enhancing an understanding of the history of globalization.
 Use the timeline as a visual aid to help students to gain an understanding of the history of civilization in various parts of the
world
 Hang the timeline up in the room and keep it up for the remainder of the year. Refer back to it regularly, especially when
transitioning between civilizations or historical eras.
Technology-Based Resources and Other Resources:
 Online Textbook at http://my.hrw.com
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
108
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR











Interactive Technology, Internet, Power Point, Word, etc.
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
http://drb.lifestreamcenter.net/Lessons
http://www.mrdowling.com
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=7
https://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
http://www.ossrc.org/browse.php
http://ehistory.osu.edu/world/TimeLineDisplay.cfm?Era_id=4
http://www.factmonster.com/ipka/A0001198.html
Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts, giant, comprehensive Ancient
History timeline for classroom.
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Mammouth Book of Whodunits” by Mike Ashley
 *Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined
appropriate by individual educators before recommending them to students. *
Describe the political
and social
characteristics of early
civilizations and their
enduring impact on
later civilizations.
2. Describe the enduring
impact of early
civilizations in India,
China, Egypt, Greece
and Rome after 1000
B.C. including:
a. The development of
concepts of
government and
citizenship;
b. Scientific and cultural
advancements;
c. The spread of religions;
d. Slavery and systems of
labor.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
H
B
7.2
Opportunities for Differentiation:
 Individual or group exploration of the various events of the timeline. Exploration of the events can vary in depth
depending on student ability. Recognition and discussion of the connections between civilizations and events may vary in
depth and complexity depending on ability.
Civilizations Covered:
 Address this indicator while covering Ancient Egypt, India, China, Greece, and Rome.
Explanation of Indicator: Revised Indicator B
 When studying each civilization, explain how the people made a long-term impact on the world in the following categories:
o
Government (monarchy, democracy, feudalism).
o
Citizenship (rights and responsibilities).
o
Science (medicine, inventions, ideas).
o
Culture (art, architecture, daily life, etc.).
o
Religion (polytheistic, Hinduism).
o
Jobs/social classes/slavery.
21st Century Skills to Address:
 Encourages creativity and innovation skills by recognizing the global benefit of historical contributions.
 Global awareness enhanced by identifying the long-term impact of various innovations on the world.
 Skills Support listed below was taken directly from the Ohio Department of Education (ODE) State Standards-Based
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
109
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Lesson Plan “Renaissance in Ancient Egypt: the 26th and 30th Dynasties”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
Methods/Suggestions for Implementation:
 As each culture is addressed, point out major contributions and inventions that have impacted the world.
 Draw connections between these contributions and the every-day lives of the students
 Identify and discuss patterns of history and the impact of historic innovations on history.
 ODE State Standards-Based Lesson Plan “Renaissance in Ancient Egypt: the 25th and 30th Dynasties” found at the
following website: https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Create models of various inventions or show modern-day examples of them.
 Implement the use of various innovations from these societies throughout class activities.
 Differentiated group work, presentations, individual exploration, and the use of student choice.
Technology-Based Resources and Other Resources:
 Online Textbook at http://my.hrw.com
 Interactive Technology, Internet, Power Point, Word, etc.
 http://drb.lifestreamcenter.net/Lessons
 http://www.unitedstreaming.com
 http://www.mrdowling.com
 http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=7
 https://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1
 http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
 http://www.ossrc.org/browse.php
 Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts.
 Technology resources listed below were taken directly from the ODE State Standards-Based Lesson Plan “Renaissance in
Ancient Egypt: the 26th and 30th Dynasties”:
o
http://www.emuseum.mnsu.edu
o
http://www.metmuseum.org
o
http://www.livius.org
o
http://www.ancientegypt.co.uk
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
110
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Describe the
characteristics of feudal
societies and the
transition to the
Renaissance and
Reformation in Europe.
3. Describe the
conditions that gave rise
to feudalism, as well as
political, economic and
social characteristics of
feudalism, in Asia and
Europe.
H
C
7.3
Opportunities for Differentiation:
 Differentiated group work, presentations, individual exploration, and the use of student choice as class researches and
explores various historical contributions and their impact on society. Products may range from pictures taken from
magazines and websites, to detailed explanations of the depth of impact of various contributions on the world and directly
on the lives of the students.
 Differentiated Instructional Support taken directly from the ODE State Standards-Based Lesson Plan “Renaissance in
Ancient Egypt: the 26th and 30th Dynasties”:
o
Utilize resources for the lesson at varying reading levels.
o
Allow students to use a variety of presentation modes such as drawing a pharaoh for visual/spatial learners, creating
a skit or play for kinesthetic learners, developing a news report for verbal/linguistic learners, etc.
o
Challenge students to select additional topics for independent study or report and share with the class.
o
Have students work independently, in pairs or in heterogeneous groups to collect and display information on graphic
organizers.
Civilizations Covered:
 Address this indicator while covering European and Japanese Feudalism, Middle Ages, and the Renaissance/Reformation.
Explanation of Indicator: Revised Indicator C
 When studying Feudalism describe:
o
What events and situations caused it to start?
o
The definition of this type of government.
o
The similarities and differences between Asian and European Feudalism
o
Different parts of Feudalism
o
Political (titles of leaders, who had what power)
o
Economic (did they trade? Were they self-sufficient?)
o
Social (social class structure)
21st Century Skills to Address:
 Skills Support listed below was taken directly from the ODE State Standards-Based Lesson Plan “Knight or Samurai:
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
111
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Feudalism in Europe and Asia”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
o
Identifying similarities and differences enhances students’ understanding of and ability to use knowledge. This
process includes comparing, classifying, creating metaphors and creating analogies.
Methods/Suggestions for Implementation:
 Teacher-facilitated group activity to incorporate collaboration, communication, adaptability, problem solving, leadership,
and people skills.
 ODE State Standards-Based Lesson Plan “Knight or Samurai: Feudalism in Europe and Asia” found at the following
website: https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Online Textbook at http://my.hrw.com
 Interactive Technology, Internet, Power Point, Word, etc.
 http://drb.lifestreamcenter.net/Lessons
 http://www.unitedstreaming.com
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://richgamer.com/game/4298-Feudalism
 http://www.mrdowling.com
 http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=7
 https://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1
 http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
 http://www.ossrc.org/browse.php
 Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts.
 *Historical Fiction:
o
“Shogun” by James Clavell
o
“The Golden Sequence” by Martha E. Von Almedingen
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 Differentiated Instructional Support taken directly from the ODE State Standards-Based Lesson Plan “Knight or Samurai:
Feudalism in Europe and Asia”:
o
Use heterogeneous grouping to link experts with novices.
o
For students who need assistance on the assessment, copy the matrix of class notes and highlight important
information.
o
For students who require assistance with writing assignments, reduce the amount required, allow lists instead of
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
112
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Describe the
characteristics of feudal
societies and the
transition to the
Renaissance and
Reformation in Europe.
(cont.)
INDICATOR
4. Explain the lasting
effects of military
conquests during the
Middle Ages including:
a. Muslim conquests;
b. The Crusades;
c. The Mongol
invasions.
H
C
7.4
paragraphs and substitute illustrations for writing.
o
In heterogeneous grouping, have experts function as peer teachers.
o
Challenge students to add a page to their book answering the question “Why did feudalism last longer in Japan?”
Civilizations Covered:
 Address this indicator while studying Ancient China (Mongols), Byzantium (Crusades), Islam/Arab (Muslim conquests),
and Middle Ages (Crusades).
Explanation of Indicator: Revised Indicator D
 When studying the Middle Ages, explain the long-term impact of:
o
Muslim conquests
o
The Crusades
o
Mongol invasions
21st Century Skills to Address:
 Information and communications technology literacy enhanced through the use of technology.
 Skills Support listed below was taken directly from the ODE State Standards-Based Lesson Plan “East Meets West: Effects
of the Crusades”:
o
Cooperative learning has a powerful effect on student learning. This includes:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
Methods/Suggestions for Implementation:
 ODE State Standards-Based Lesson Plan “East Meets West: Effects of the Crusades” found at the following website:
http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c805313db
 Discuss the impact that the Muslim conquests had in the spread of Islam (for example, the Spanish Moors) and the present
day evidence of the long-term cultural legacy.
 Create comic strips of the major events of the Crusades.
 Identify both the positive and negative ways the Mongols impacted those that they conquered.
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c805313db
 http://drb.lifestreamcenter.net/Lessons
 http://www.unitedstreaming.com
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
113
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 http://www.mrdowling.com
 Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts.
 Technology suggestions listed below were taken directly from the ODE State Standards-Based Lesson Plan “East Meets
West: Effects of the Crusades”:
o
Use the Internet to supplement research materials.
o
Have students create a slide-show presentation showing the effects of the Crusades and post it on the school’s Web
site.
 *Historical Fiction:
o
“1066: The Year of the Conquest” by David Howarth
o
“The Earth is the Lord’s” by Taylor Caldwell
o
“The Black Rose” by Thomas Costain
o
“Blood Red Horse” by Kim Grant
o
“Alphabet of Dreams” by Susan Fletcher
o
“The Physician” by Noah Gordon
o
“The Three Students” by Haldene MacFall
o
“Knights of Arabia” by Marmaduke Picktall
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Describe the
characteristics of feudal
societies and the
transition to the
Renaissance and
Reformation in Europe.
(cont.)
5. Describe the impact of
new ideas and
institutions on European
life including:
a. The significance of
printing with
movable type;
b. Major achievements
in art, architecture
and literature during
the Renaissance;
c. The Reformation.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
H
C
7.5
Opportunities for Differentiation:
 Differentiated Instructional Support taken directly from the State Standards-Based Lesson Plan “East Meets West: Effects
of the Crusades:
o
Have students work individually, in pairs or in heterogeneous groups.
o
Provide resource materials on a wide range of reading levels.
o
Have students share research so that all students will have an opportunity to obtain the needed information. Provide
copies of the research findings for students as needed.
o
Complete post-assessment responses orally, in writing or through the use of artwork.
Civilizations Covered:
 Address this indicator while covering the Renaissance/Reformation.
Explanation of Indicator: Revised Indicator E
 Describe the effect of European advancements including:
o
The importance of the printing press
o
Cultural advancements during the Renaissance (rebirth of art, etc.)
o
The Reformation (the change of the church)
21st Century Skills to Address:
 Encourages creativity and innovation skills by recognizing the global benefit of historical contributions.
 Global awareness enhanced by identifying the long-term impact of various innovations on the world.
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
114
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Renaissance in Ancient Egypt:
the 25th and 30th Dynasties”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
Methods/Suggestions for Implementation:
 Explore the depth of the impact that the printing press has had on the world.
 Draw connections between these contributions and the every-day lives of the students
 Identify and discuss patterns of history and the impact of historic innovations on history
 State Standards-Based Lesson Plan “Renaissance in Ancient Egypt: the 25th and 30th Dynasties” found at the following
website: https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Create models of various inventions or show modern-day examples of them.
 Explore various facets of the Renaissance and Reformation, especially how this time period impacted the arts, the church,
and exploration.
 Differentiated group work, presentations, individual exploration, and the use of student choice.
Technology-Based Resources and Other Resources:
 Online Textbook at http://my.hrw.com
 Interactive Technology, Internet, Power Point, Word, etc.
 http://drb.lifestreamcenter.net/Lessons
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://www.unitedstreaming.com
 http://www.mrdowling.com
 http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=7
 https://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1
 http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
 http://www.ossrc.org/browse.php
 Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Renaissance in
Ancient Egypt: the 25th and 30th Dynasties”:
o
http://www.emuseum.mnsu.edu
o
http://www.metmuseum.org
o
http://www.livius.org
o
http://www.ancientegypt.co.uk
 *Historical Fiction:
o
“Private Renaissance” by Maria Bellonci
o
“Death of a Duchess” by Elizabeth Eyre
o
“The Agony and the Ecstasy” by Irving Stone
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
115
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students.
Describe the effects of
interactions among
civilizations during the
14th through the 18th
centuries.
6. Describe the
importance of the West
African empires of
Ghana, Mali and
Songhay including:
a. Trade routes;
b. Products;
c. The spread of the
Arabic language;
d. The spread of Islam.
H
D
7.6
Opportunities for Differentiation:
 Differentiated group work, presentations, individual exploration, and the use of student choice as class researches and
explores the invention of the printing press and how this contribution impacted society. Products may range from pictures
taken from magazines and websites, to detailed explanations of the depth of impact.
 Differentiation ideas listed below was taken directly from the ODE State Standards-Based Lesson Plan “Renaissance in
Ancient Egypt: the 25th and 30th Dynasties”:
o
Utilize resources for the lesson at varying reading levels.
o
Allow students to use a variety of presentation modes such as drawing a pharaoh for visual/spatial learners, creating
a skit or play for kinesthetic learners, developing a news report for verbal/linguistic learners, etc.
o
Challenge students to select additional topics for independent study or report and share with the class.
o
Have students work independently, in pairs or in heterogeneous groups to collect and display information on graphic
organizers.
Civilizations Covered:
 Address this indicator while covering Ancient Africa, Islam/Arab and Exploration/Expansion.
Explanation of Indicator: Revised Indicator F
 Describe the importance of the Western African Empires (Ghana, Mali, and Songhay) including:
o
Trade (routes and products)
o
Cultural diffusion (Arabic language and Islam)
21st Century Skills to Address:
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “A Golden Age: Three West
African Empires”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
o
Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the
following elements:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “A Golden Age: Three West African Empires” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
116
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://www.wsu.edu
 http://www.africa.upenn.edu/
 Text, available workbooks, library books, pictures, modern-day objects, replicas of artifacts.
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “A Golden Age: Three
West African Empires ”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
o
Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the
following elements:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
 *Historical Fiction:
o
“A Bone from a Dry Sea” by Peter Dickenson
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Describe the effects of
interactions among
civilizations during the
14th through the 18th
centuries. (cont.)
7. Describe the causes
and effects of European
exploration after 1400
including:
a. Imperialism,
colonialism and
mercantilism;
b. Impact on the peoples
of sub-Saharan Africa,
Asia and the Americas.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
H
D
7.7
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “A
Golden Age: Three West African Empires”:
o
Have students work with a peer tutor, a written outline or visual aids.
o
Have students select an independent study project related to the West African empires and present findings to the
class.
Civilizations Covered:
 Address this indicator when covering Ancient Africa and the Age of Exploration/Expansion.
Explanation of Indicator: Revised Indicator G
 When studying European Exploration after 1400 A.D. explain:
o
Causes (ex. Religious persecution, trade)
o
Effects (ex. Imperialism, colonialism, and mercantilism)
o
Impact on other peoples
21st Century Skills to Address:
 Critical thinking, information and communications technology literacy enhanced through the use of technology during
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
117
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
active research.
 Note taking skills utilized as research is recorded.
 Individual writing and communication skills, as well as critical thinking and self-direction enhanced through position
paper.
 Collaboration, communication, adaptability, problem solving, leadership, ICT literacy, and people skills addressed through
group work and group presentation.
Methods/Suggestions for Implementation:
 Implement the New York Times Learning Network Teacher Connections lesson on “Examining the Effects of Colonialism
on Peoples Around the World” posted at the following website:
http://www.nytimes.com/learning/teachers/lessons/20030604wednesday.html?searchpv=learning_lessons
 This lesson includes a group activity, research, note taking, an individual position paper, and a group presentation.
*Note: This lesson plan is not a reviewed posting and therefore must be reviewed and determined appropriate by individual
educators before being implemented in the classroom. *
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://www.ossrc.org/resource_detail.php?rec=2857
 http://www.nytimes.com/learning/teachers/lessons/20030604wednesday.html?searchpv=learning_lessons
 The following websites are the direct resources listed in the New York Times Learning Network Teacher Connections
lesson on “Examining the Effects of Colonialism on Peoples Around the World”:
o
http://www.geocities.com/Athens/Forum/1503
o
http://www.historyofindia.com/
o
http://www.investindia.com/newsite/index.htm
 *Historical Fiction:
o
“A Bone from a Dry Sea” by Peter Dickenson
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 The following potential activities are taken directly from the New York Times Learning Network Teacher Connections
lesson on “Examining the Effects of Colonialism on Peoples Around the World”:
o
Students will take part in a variety of activities and complete assignments that address multiple intelligences such as:
journal responses, thoughtful participation in class discussions, thorough research in groups and accurate notes, and
thoughtful completion of position papers based in fact.
o
Create a timeline illustrating the independence of a country in your assigned area of the world. When was
independence granted? What was happening in this country at the time? What was happening in the imperialist
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
118
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
o
o
o
o
PEOPLE IN SOCIETIES
Compare cultural
8. Analyze the
practices, products and
relationships among
perspectives of past
cultural practices,
civilizations in order to products and
understand
perspectives of early
commonality and
civilizations.
diversity of cultures.
PS
A
7.1
country at this time? What people or organizations were involved in the imperialist movement? What attempts were
made at independence, and how successful were these?
Write a report about a famous explorer, such as Christopher Columbus, Vasco de Gama, Marco Polo, Francisco
Pizarro, or Zheng He. What did they do? What impact did their travels have on the peoples with whom they
interacted?
Create a poster highlighting the history and culture of Portugal, including language, music, dance, religion, etc.
Create a photo journal illustrating the effects of colonialism in your homeland's society. Find examples in street
names, family names, historic sites, clothing, food and religion.
Create a map of colonial India. Which countries had colonies in India? When were they occupied? How long did
each occupation last?
Read the "Poisonwood Bible" by Barbara Kingsolver or "Things Fall Apart" by Chinua Achebe and write a brief
report explaining the effects of colonialism on an African nation.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator H
 Compare and contrast the different civilizations studied including their:
o
Cultures
o
Trade
o
Points of view
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications technology literacy enhanced through the use of technology.
 Global awareness and media literacy skills will be enhanced as students recognize and explore connections between
civilizations of the past with current events, and especially, their daily lives.
Methods/Suggestions for Implementation:
 Throughout the year, continually draw attention to connections and similarities between various civilizations studies.
 Additionally, point out connections to the lives of the students as often as possible.
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Online Textbook: http://my.hrw.com
 *Historical Fiction:
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
119
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Compare cultural
practices, products and
perspectives of past
civilizations in order to
understand
commonality and
diversity of cultures.
(cont.)
9. Explain how the Silk
Road trade and the
Crusades affected the
cultures of the people
involved.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
A
7.2
Opportunities for Differentiation:
 When making connections and recognizing similarities between civilizations of the past and cultures of the present, the
depth of student exploration and teacher expectation may vary based on individual student abilities.
 The teacher is encouraged to pose questions of varying levels of Bloom’s Taxonomy when facilitating discussion of the
connections between civilizations studied and present-day cultures.
Civilizations Covered:
 Address this indicator while covering Ancient China and the Middle Ages.
Explanation of Indicator: Revised Indicator I
 Explain how the cultures involved were impacted by:
o
The Silk Road trade
o
The Crusades
21st Century Skills to Address:
 Skills Support listed below was taken directly from the ODE State Standards-Based Lesson Plan “East Meets West: Effects
of the Crusades”:
o
Cooperative learning has a powerful effect on student learning. This includes:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
120
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 Group processing.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Effects of the Silk Road”:
o
Nonlinguistic representations help students think about and recall knowledge.
o
Creating graphic organizers;
o
Making physical models;
o
Generating mental pictures;
o
Drawing pictures and pictographs;
o
Engaging in kinesthetic activity.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “East Meets West: Effects of the Crusades” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 State Standards-Based Lesson Plan “Effects of the Silk Road” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology suggestions listed below were taken directly from the ODE State Standards-Based Lesson Plan “East Meets
West: Effects of the Crusades”:
o
Use the Internet to supplement research materials.
o
Have students create a slide-show presentation showing the effects of the Crusades and post it on the school’s Web
site.
 Technology resources and activities listed below were taken directly from the State Standards-Based Lesson Plan “Effects
of the Silk Road”:
o
During the Day One sights and sounds activity, images of the Silk Road can be displayed from an electronic
encyclopedia or an online encyclopedia. Infohio.org provides access to an online encyclopedia for use by Ohio
schools. These images can be shown via the computer or printed on overhead transparencies. If proper supplies or
technology are not available, this activity can be done using images in student textbooks or on posters.
o
Have students use word processing software to type and print paragraphs for the post-assessment activity.
o
Supplement classroom resources with Internet access for student research.
o
Access further information and lesson ideas on the Silk Road from the following Web sites:
http://www.silkroadproject.org : http://www.askasia.org
 *Historical Fiction:
o
“1066: The Year of the Conquest” by David Howarth
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“Warden of the Smoke and Bells” by Richard Llewellyn
o
“The Chinese Gold Murders” by Robert Van Gulik
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
121
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
“Heike Story” by Yoshinkawa Eiji
o
“The Samurai: A Novel” by Julia Kristeva
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Explain how contact
between different
cultures impacts the
diffusion of belief
systems, art, science,
technology, language
and forms of
government.
10. Give examples of
contacts among different
cultures that led to the
changes in belief
systems, art, science,
technology, language or
systems of government.
PS
C
7.3
Opportunities for Differentiation:
 Differentiated Instructional Support taken directly from the State Standards-Based Lesson Plan “East Meets West: Effects
of the Crusades:
o
Have students work individually, in pairs or in heterogeneous groups.
o
Provide resource materials on a wide range of reading levels.
o
Have students share research so that all students will have an opportunity to obtain the needed information. Provide
copies of the research findings for students as needed.
o
Complete post-assessment responses orally, in writing or through the use of artwork.
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Effects
of the Silk Road”:
o
Assign pairs of students to research a city. Provide students with a variety of resources at varying ability levels
including pictures, print, Internet access and video.
o
Allow student to share their information using a variety of presentation modes including oral, visual, tactile, etc.
o
Challenge students to complete an independent study in which they research how trade on the Silk Road affected a
culture of interest and share information learned with the class.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator J
 Cultural Diffusion
 Explain how contact between different civilizations led to changes in:
o
Religion
o
Art
o
Science
o
Technology
o
Language
o
Government
21st Century Skills to Address:
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “The Legacies of Africa and
China”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the
important aspects of what they are learning.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
122
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
o
o
o
o
o
Nonlinguistic representations help students think about and recall knowledge. This includes the following:
Creating graphic representations (organizers);
Making physical models;
Generating mental pictures;
Drawing pictures and pictographs;
Engaging in kinesthetic activity.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “The Legacies of Africa and China” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “The Legacies of
Africa and China”:
o
Have students use the Internet to access information about the research topics.
o
Have students use word processing and slid show software to prepare and share presentations.
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
123
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain how contact
between different
cultures impacts the
diffusion of belief
systems, art, science,
technology, language
and forms of
government. (cont.)
INDICATOR
11. Describe the cultural
and scientific legacies of
African, Greek, Roman,
Chinese, Arab and
European civilizations.
PS
C
7.4
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “The
Legacies of Africa and China”:
o
Have students work in heterogeneous groups to conduct research and presentation activities.
o
Have students use graphic organizers to take notes during research and to prepare for presentation to the class.
o
Allow students to choose the presentation style of interest including visual, oral, kinesthetic, drama, etc.
o
Challenge students to further research or complete an independent study on a specific scientific or cultural legacy of
China or Africa based on their interests.
Civilizations Covered:
 Address this indicator while covering Ancient China, Greece, Rome, Africa, Islam/Arab, Middle Ages,
Renaissance/Reformation, Exploration/Expansion.
Explanation of Indicator: Revised Indicator K
 For each civilization studied, describe their cultural (art, architecture) and scientific (medicine, astronomy) contributions to
the world.
21st Century Skills to Address:
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Timeless Treasures”:
o
Cooperative learning groups have a powerful effect on student learning. This type of grouping includes the following
elements:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “The Legacies of Africa and
China ”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the
important aspects of what they are learning.
o
Nonlinguistic representations help students think about and recall knowledge. This includes the following:
 Creating graphic representations (organizers);
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “Timeless Treasures” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 State Standards-Based Lesson Plan “The Legacies of Africa and China” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
124
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Timeless Treasures”:
o
Have students visit online museums.
o
Have students take digital pictures of things at home or in the community to use in their slides.
o
Have students use presentation software to create slides for the post-assessment.
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “The Legacies of
Africa and China”:
o
Have students use the Internet to access information about the research topics.
o
Have students use word processing and slide show software to prepare and share presentations.
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
o
“A Bone from a Dry Sea” by Peter Dickenson
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Timeless
Treasures”:
o
Have students work independently, in pairs or in heterogeneous groups for research activity and slide presentation.
o
Provide students pictures of objects that we use every day and have them make connections to early civilizations.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
125
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
o
Adjust scoring guides to place more emphasis on illustrations or written descriptions depending on student needs.
Challenge students to further research a person, place, event or invention from an ancient civilization of their interest
and share with the class.
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “The
Legacies of Africa and China”:
o
Have students work in heterogeneous groups to conduct research and presentation activities.
o
Have students use graphic organizers to take notes during research and to prepare for presentation to the class.
o
Allow students to choose the presentation style of interest including visual, oral, kinesthetic, drama, etc.
o
Challenge students to further research or complete an independent study on a specific scientific or cultural legacy of
China or Africa based on their interests.
GEOGRAPHY
Identify on a map the
location of major
physical and human
features of each
continent.
12. For each of the
societies studied, identify
the location of
significant physical and
human characteristics on
a map of the relevant
region.
GEO
A
7.1
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator L
 For each civilization, identify major features on a map including:
o
Physical features
o
Human features (man made).
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications technology literacy enhanced through the use of technology.
 Skills Support listed below was taken from the National Geographic Expeditions Lesson Plan entitled “Assessing Political
Boundaries”:
o
Inferential, analytical and critical thinking skills enhanced.
o
Map skills enhanced.
Methods/Suggestions for Implementation:
 Implement the National Geographic Expeditions Lesson Plan entitled “Assessing Political Boundaries” found at the
following site: http://www.nationalgeographic.com/xpeditions/lessons/03/g68/assessbound.html
*This lesson is also aligned with National Geography Standards!
*Note: This lesson plan is not a reviewed posting and therefore must be reviewed and determined appropriate by individual
educators before being implemented in the classroom. *
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
126
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 http://www.nationalgeographic.com/xpeditions/lessons/03/g68/assessbound.html
 Technology resources listed below were taken directly from the National Geographic Expeditions Lesson Plan entitled
“Assessing Political Boundaries”:
o
http://www.askasia.org/
o
http://mapmachine.nationalgeographic.com
o
http://www.nationalgeographic.com/xpeditions/atlas/?Parent=asia&Mode=d&SubMode=w
Identify on a map the
location of major
physical and human
features of each
continent. (cont.)
13. On a map, identify
places related to the
historical events being
studied and explain their
significance.
GEO
A
7.2
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the National Geographic Expeditions Lesson Plan
entitled “Assessing Political Boundaries”:
o
Have students choose a modern Asian country and determine the different kingdoms and/or empires that have
controlled its area in the past. (Be sure to include areas in Central Asia such as Kazakhstan and Uzbekistan.)
o
Have students consider: What difference might that history make to the people in these areas today? What are the
various historic experiences that citizens can draw on as they celebrate their past? Which of the epics or kingdoms
have they chosen to celebrate and why? Which aspects of their history do they seem to have decided to forget?
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator M
 On a map for each civilization, identify places where main events happened and explain why the location is significant.
21st Century Skills to Address:
 Creativity and Innovation skills enhanced.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Mansa Musa’s Pilgrimage”:
o
Nonlinguistic representations, including drawing pictures and pictographs, help students think about and recall
knowledge.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “Mansa Musa’s Pilgrimage” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Mansa Musa’s
Pilgrimage”:
o
Internet access can be used to conduct research.
o
Word processing or publishing software can be used in the creation of picture books.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
127
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Define and identify
regions using human
and physical
characteristics.
INDICATOR
14. Describe changes in
the physical and human
characteristics of regions
that occur over time and
identify the
consequences of such
changes.
GEO
B
7.3
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Mansa
Musa’s Pilgrimage”:
o
Allow students to work independently, in pairs or heterogeneous groups to complete the pre-assessment outline map.
o
Provide a variety of resources including pictures, print, internet and video for students to research places along
Mansa Musa’s journey.
o
Challenge students to report on the salt and gold trade. Instruct students to include a map of trade routes.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator N
 Describe short and long-term changes in the environment and how they impacted the people of that area.
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications technology literacy enhanced through the use of technology.
 Skills Support listed below was taken from the National Geographic Expeditions Lesson Plan entitled “Assessing Political
Boundaries”:
o
Inferential, analytical and critical thinking skills enhanced.
o
Map skills enhanced.
Methods/Suggestions for Implementation:
 Implement the National Geographic Expeditions Lesson Plan entitled “Assessing Political Boundaries” found at the
following site: http://www.nationalgeographic.com/xpeditions/lessons/03/g68/assessbound.html
*This lesson is also aligned with National Geography Standards.
*Note: This lesson plan is not a reviewed posting and therefore must be reviewed and determined appropriate by individual
educators before being implemented in the classroom. *
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the National Geographic Expeditions Lesson Plan entitled
“Assessing Political Boundaries”:
o
http://www.askasia.org/
o
http://mapmachine.nationalgeographic.com
o
http://www.nationalgeographic.com/xpeditions/atlas/?Parent=asia&Mode=d&SubMode=w
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
128
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain how the
environment influences
the way people live in
different places and the
consequences of
modifying the
environment.
INDICATOR
15. Use physical and
historical maps to
analyze the reasons that
human features are
located in particular
places.
GEO
C
7.4
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the National Geographic Expeditions Lesson Plan
entitled “Assessing Political Boundaries”:
o
Have students choose a modern Asian country and determine the different kingdoms and/or empires that have
controlled its area in the past. (Be sure to include areas in Central Asia such as Kazakhstan and Uzbekistan.)
o
Have students consider: What difference might that history make to the people in these areas today? What are the
various historic experiences that citizens can draw on as they celebrate their past? Which of the epics or kingdoms
have they chosen to celebrate and why? Which aspects of their history do they seem to have decided to forget?
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator O
 Use physical and historical maps to explain why human (man made) features were built in certain places.
21st Century Skills to Address:
 Skills Support listed below was taken from the State Standards-Based Lesson Plan “Location, Location, Location”:
o
Inquiry-based learning helps students become resourceful, effective investigators and problem solvers.
o
Research reports that with effective teacher facilitation, student-centered inquiry projects can reverse patterns of
underachievement.
o
Inquiry-based projects can build learning communities that foster communication skills, interpretive abilities and an
understanding of issues from a variety of perspectives.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “Location, Location, Location” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology suggestion listed below were taken directly from the State Standards-Based Lesson Plan “Location, Location,
Location”:
o
Have students use Web sites with Geographic Information Systems technology to create maps that show the
locations of particular physical and human features.
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Location,
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
129
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain reasons that
people, products and
ideas move from place
to place and the effects
of that movement on
geographic patterns.
INDICATOR
16. Describe the
geographic factors and
processes that contribute
to and impede the
diffusion of people,
products and ideas from
place to place including:
a. Physical features;
b. Culture;
c. War;
d. Trade;
e. Technological
innovations.
GEO
D
7.5
Location, Location”:
o
Have students work independently, in pairs or cooperative groups.
o
Encourage the use of a variety of resources including print, video, internet, interview, etc.
o
Challenge students to create charts and graphs comparing the location of human features, physical features and
population.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator P
 Describe the geographic features of the area being studied.
 Explain how these features effected the following:
o
Cultural diffusion (the spread of art, religion, inventions, etc.)
o
War
o
Trade (products and routes)
o
Technological advancements
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications technology literacy enhanced through the use of technology.
 Global awareness and media literacy skills will be enhanced as students recognize and explore connections between
civilizations of the past with current events, and especially, their daily lives.
Methods/Suggestions for Implementation:
 Throughout the year, continually draw attention to connections and similarities between various civilizations studies.
 Additionally, point out connections to the lives of the students as often as possible.
 Examples should cover a variety of topics showing the many ways that cultural diffusion can occur.
 Examples should cover a variety of topics showing the many ways that cultural diffusion can impact the lives of people
involved.
 The teacher is encouraged to address both the short-term and long-term impact of cultural diffusion.
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Online Textbook: http://my.hrw.com
Opportunities for Differentiation:
 When making connections and recognizing similarities between civilizations of the past and cultures of the present, the
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
130
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
depth of student exploration and teacher expectation may vary based on individual student abilities.
 The teacher is encouraged to pose questions of varying levels of Bloom’s Taxonomy when facilitating discussion of the
connections between civilizations studied and present-day cultures.
 Examples should cover a variety of topics in an effort to address varying student interests.
ECONOMICS
Explain how the
endowment and
development of
productive resources
affect economic
decisions and global
interactions.
17. Compare the
endowment of
productive resources in
world regions and
explain how this
endowment contributed
to specialization, trade
and interdependence in
ancient times.
E
A
7.1
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered: Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator Q
 Give examples of the resources found in the area of study.
 Explain how these resources contributed to:
o
Specialization (making a specific product)
o
Trade
o
Interdependence (depending on other people to get what they need/want)
 Compare this information to other civilizations.
21st Century Skills to Address:
 Skills Support listed below was taken from the State Standards-Based Lesson Plan “Survive Or Not”:
o
Nonlinguistic representations help students think about and recall knowledge. This includes the following:
 Creating graphic organizers;
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “Survive Or Not” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Online Textbook at http://my.hrw.com
 Technology suggestions listed below were taken directly from the State Standards-Based Lesson Plan “Survive Or Not”:
o
Have students visit online museum displays to see the archaeological evidence of trade in ancient times.
o
Use Internet connections to contact anthropologists or archaeologists with any questions that arise about the
availability or use of productive resources in ancient times.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
131
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
Explain why trade
occurs and how
historical patterns of
trade have contributed
to global
interdependence.
INDICATOR
18. Describe the growth
of cities and the
establishment of trade
routes in Asia, Africa
and Europe; the products
and inventions that
traveled along these
routes (e.g., spices,
textiles, paper, precious
metals and new crops);
and the role of
merchants.
E
B
7.2
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Survive
Or Not”:
o
Group students carefully to provide support for students struggling with vocabulary or concepts. Allow students to
work together on worksheets, monitoring progress to be sure that all students in the group are involved in the
discussion and research project.
o
Provide a variety of materials for groups to construct multiple models of trade goods for their fictional society.
o
Assign roles for groups during the trade simulation activity to ensure that all students are involved.
Civilizations Covered:
 Address this indicator while covering Ancient Mesopotamia, China, Greece, Rome, Africa, Middle Ages,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator R
 When studying Asia, Africa, and Europe, describe the following:
o
Trade routes
o
City growth along these routes
o
The products and inventions that spread
o
And the role of merchants.
21st Century Skills to Address:
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Effects of the Silk Road”:
o
Nonlinguistic representations help students think about and recall knowledge.
o
Creating graphic organizers;
o
Making physical models;
o
Generating mental pictures;
o
Drawing pictures and pictographs;
o
Engaging in kinesthetic activity.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “Effects of the Silk Road” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Effects of the Silk
Road”:
o
During the Day One sights and sounds activity, images of the Silk Road can be displayed from an electronic
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
132
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
encyclopedia or an online encyclopedia. Infohio.org provides access to an online encyclopedia for use by Ohio
schools. These images can be shown via the computer or printed on overhead transparencies. If proper supplies or
technology are not available, this activity can be done using images in student textbooks or on posters.
o
Have students use word processing software to type and print paragraphs for the post-assessment activity.
o
Supplement classroom resources with Internet access for student research.
o
Access further information and lesson ideas on the Silk Road from the following Web sites:
http://www.silkroadproject.org : http://www.askasia.org
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Effects
of the Silk Road”:
o
Assign pairs of students to research a city. Provide students with a variety of resources at varying ability levels
including pictures, print, Internet access and video.
o
Allow students to share their information using a variety of presentation modes including oral, visual, tactile, etc.
o
Challenge students to complete an independent study in which they research how trade on the Silk Road affected a
culture of interest and share information learned with the class.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
133
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
GOVERNMENT
Compare the defining
characteristics of
democracies,
monarchies and
dictatorships.
INDICATOR
19. Compare direct and
representative
democracy using
examples of ancient
Athens, the Roman
republic and the United
States today.
GVT
C
7.1
Civilizations Covered:
 Address this indicator while covering Ancient Greece and Rome.
Explanation of Indicator: Revised Indicator S
 When studying Ancient Greece and Rome, compare and contrast the two types of democracy:
o
Direct democracy
o
Representative democracy.
 Compare these to the United States government (representative democracy).
21st Century Skills to Address:
 Global awareness enhanced through the recognition of the impact of early democracies on democratic governments
throughout the world today.
 Communication and information and civic literacy skills enhanced through a written position paper on public policy.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “To Be or Not to Be
Democratic”:
o
Nonlinguistic representations or graphic organizers help students think about and recall knowledge.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “To Be or Not to Be Democratic” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology suggestions listed below were taken directly from the State Standards-Based Lesson Plan “To Be or Not to Be
Democratic”:
o
Have students use software to create a flow chart showing the structure of each government and its relationship to its
citizens.
o
Visit government Web sites.
o
Library specialist can aid classroom teacher in selecting history books and online resources.
 *Historical Fiction:
o
“Nobody’s Princess” by Esther M. Friesner
o
“Troy” by Adele Geras
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Roman Nights” by Ron Burns
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
134
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
“The Robe” by Lloyd Douglas
o
“Locadio’s Apprentice” by Chelsea Quinn Yarbro
o
“Spartacus” by Howard Fast
o
“Search the Seven Hills” by Barbara Hambly
o
“Silver Pigs” by Lundsey Davis
o
“The Etruscans” by Mika Waltari
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Compare the defining
characteristics of
democracies,
monarchies and
dictatorships. (cont.)
20. Describe the essential
characteristics of the
systems of government
found in city-states,
kingdoms and empires
from ancient times
through the Middle Ages
GVT
C
7.2
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “To Be or
Not to Be Democratic”:
o
Group students heterogeneously to allow for student interaction with peers.
o
Have students create illustrations defining each of the vocabulary words.
o
Have students research the voting regulations and processes in each of the governments studied. Students should
prepare a presentation to share this information with the class.
Civilizations Covered:
 Address this indicator while covering Ancient Mesopotamia, Egypt, India, China, Greece, Rome, Byzantium, Africa,
Islam/Arab, Feudalism (Japanese and European), Middle Ages.
Explanation of Indicator: Revised Indicator T
 Describe the following types of government:
o
City-states
o
Kingdoms
o
Empires
21st Century Skills to Address:
 Skills Support listed below was taken directly from the Discovery Education lesson plan entitled “Rome’s Rise to Power:
The Republic”:
o
Research and note taking allow cultivation of information skills and personal productivity and responsibility.
o
Writing comparison-contrast piece of writing, especially with the use of a word processor will enhance critical
thinking skills and should improve information and communications technology literacy.
Methods/Suggestions for Implementation:
 Implement the Discovery Education lesson plan entitled “Rome’s Rise to Power: The Republic” found at the following
website: http://school.discoveryeducation.com/lessonplans/programs/risetopower/index.html
*Note: This lesson plan is not a reviewed posting and therefore must be reviewed and determined appropriate by individual
educators before being implemented in the classroom. *
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
135
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology suggestions listed below were taken directly from the Discovery Education lesson plan entitled “Rome’s Rise
to Power: The Republic”:
o
http://www.carlos.emory.edu/
o
http://www.larth.it/index_eng.htm
o
http://atschool.eduweb.co.uk/nettsch/time/romans.html
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 Offer a Venn Diagram as an alternative to the writing assignment.
 Differentiated Instructional Support listed below was taken directly from the Discovery Education lesson plan entitled
“Rome’s Rise to Power: The Republic”:
o
Choice of two approached to the writing process.
o
Extend the assignment by asking students to comment on how both the Roman system in the period under
examination and the current U.S. system differ from what Plato had in mind for a government when he wrote The
Republic. If you haven’t already, you may want to show at this point the documentary Plato’s Republic, available
from our School Store.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
136
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 A Touch of Livy - Give students an appreciation of the history of history by reading to them selected paragraphs about this
period of Roman history written by Livy in his History of Rome a few centuries later.
 The Census - During this period, Rome classified its citizens on the basis of the census. Discuss with students what the
uses of a U.S. census are in the 21st century. How are people classified, and why?
Credit to: Christine LaPlaca Burrows, former high school history teacher and current freelance educator.
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Show the relationship
21. Explain how the
CRR
between civic
participation of citizens
A
participation and
differs under monarchy,
7.1
attainment of civic and
direct democracy and
public goals.
representative
democracy.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered. (Ancient Egypt, India, China, Greece, Rome, and
Feudalism (Japanese and European).
Explanation of Indicator: Revised Indicator U
 Explain how life is different for citizens (their involvement in the government) under the following types of government:
o
Monarchy
o
Direct democracy
o
Representative democracy
21st Century Skills to Address:
 Civil Literacy enhanced through the identification of the roles of citizens under various types of government.
 Students may be encouraged to become civically engaged.
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications technology literacy enhanced through the use of technology.
Methods/Suggestions for Implementation:
 As various types of government are discussed multiple facets of the systems should be addressed.
 The rights, roles and responsibilities of citizens under various types of government should be discussed when studying each
type of government.
 Additionally, similarities and differences should be addressed and frequently be referred to as different types of
governments are covered.
 Graphic organizers are strongly encouraged.
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 The Academic Youth Policy Forum addresses “Creating Academically Proficient and Civically Engaged StudentsThrough the No Child Left behind Act (Part 2)” at the following address:
http://www.aypf.org/forumbriefs/2004/fb022004.htm
 *Historical Fiction:
o
“The Eight” by Katherina Neville
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
137
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Identify historical
origins that influenced
the rights U.S. citizens
have today.
22. Describe the rights
found in the Magna
Carta and show
connections to rights
Americans have today.
CRR
B
7.2
Opportunities for Differentiation:
 The use of graphic organizers is strongly encouraged for students with special needs.
 Take the lesson a step further by creating, allowing opportunities for students to explore and evaluate their own rights,
roles, and responsibilities as citizens/members of our society. Encourage students to take on a positive and more active
role in society and to be civically engaged.
Civilizations Covered:
 Address this indicator while covering the Middle Ages and the Age of Exploration/Expansion.
Explanation of Indicator: Revised Indicator V
 When studying the Magna Carta (a government document from the Middle Ages in Europe):
o
Describe the rights it gives to the people involved.
o
Point out similarities in rights Americans have today.
21st Century Skills to Address:
 Creativity, innovation, problem solving, and critical thinking skills enhanced with the use of the suggestion for
differentiation listed below.
 Skills Support listed below was taken from the History Works Lesson Plan entitled “Comparing the Founding Documents”:
o
Group work promotes collaboration, communication, adaptability, problem solving, leadership, and people skills.
o
Written paper promotes critical thinking, information and communications technology literacy enhanced through the
writing process and the use of technology.
o
Creation of a matrix enhances visual/special skills and critical thinking skills.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
138
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Methods/Suggestions for Implementation:
 Implement the History Works Lesson Plan entitled “Comparing the Founding Documents” found at the following website:
http://www.historyworksohio.org/classroom/plan.cfm?id=10
*Note: This lesson plan is not a reviewed posting and therefore must be reviewed and determined appropriate by individual
educators before being implemented in the classroom. *
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resource listed below was taken directly from the History Works Lesson Plan entitled “Comparing the
Founding Documents”: http://www.archives.gov/exhibits/index.html
Opportunities for Differentiation:
 As an extension, students may be challenged with creating a document granting rights to members of a hypothetical
society.
SOCIAL STUDIES SKILLS AND METHODS
Organize historical
23. Describe historical
information in text or
events and issues from
graphic format and
the perspectives of
analyze the information people living at the time
in order to draw
in order to avoid
conclusions.
evaluating the past in
terms of today’s norms
and values.
SM
B
7.1
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered. (Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator W
 When studying a civilization, look at main things that happen from the point of view of people living during that time
period. (Keep in mind that in our culture today, we might look at those same things in a different way.)
21st Century Skills to Address:
 Global awareness enhanced through the recognition of the impact of early democracies on democratic governments
throughout the world today.
 Communication and information and civic literacy skills enhanced through a written position paper on public policy.
 Creativity and Innovation skills enhanced.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “To Be or Not to Be
Democratic”:
o
Nonlinguistic representations or graphic organizers help students think about and recall knowledge.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Mansa Musa’s Pilgrimage”:
o
Nonlinguistic representations, including drawing pictures and pictographs, help students think about and recall
knowledge.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “A Golden Age: Three West
African Empires”:
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
139
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the
following elements:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “To Be or Not to Be Democratic” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 State Standards-Based Lesson Plan “Mansa Musa’s Pilgrimage” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 State Standards-Based Lesson Plan “A Golden Age: Three West African Empires” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology suggestions listed below were taken directly from the State Standards-Based Lesson Plan “To Be or Not to Be
Democratic”:
o
Have students use software to create a flow chart showing the structure of each government and its relationship to its
citizens.
o
Visit government Web sites.
o
Library specialist can aid classroom teacher in selecting history books and online resources.
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Mansa Musa’s
Pilgrimage”:
o
Internet access can be used to conduct research.
o
Word processing or publishing software can be used in the creation of picture books.
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “A Golden Age: Three
West African Empires”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
o
Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the
following elements:
 Positive interdependence;
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
140
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Opportunities for Differentiation:
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “To Be or
Not to Be Democratic”:
o
Group students heterogeneously to allow for student interaction with peers.
o
Have students create illustrations defining each of the vocabulary words.
o
Have students research the voting regulations and processes in each of the governments studied. Students should
prepare a presentation to share this information with the class.
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “Mansa
Musa’s Pilgrimage”:
o
Allow students to work independently, in pairs or heterogeneous groups to complete the pre-assessment outline map.
o
Provide a variety of resources including pictures, print, internet and video for students to research places along
Mansa Musa’s journey.
o
Challenge students to report on the salt and gold trade. Instruct students to include a map of trade routes.
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “A
Golden Age: Three West African Empires”:
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
141
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
o
Present a position and
support it with
evidence and citation
of sources.
24. Compare multiple
viewpoints and frames of
reference related to
important events in
world history.
SM
C
7.2
Have students work with a peer tutor, a written outline or visual aids.
Have students select an independent study project related to the West African empires and present findings to the
class.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered. (Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator X
 Compare the points of view of various groups of people within the same civilization (ex. different social classes) that may
have different opinions than the other groups.
21st Century Skills to Address:
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “East Meets West: Effects of
the Crusades”:
o
Cooperative learning has a powerful effect on student learning. This includes:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “East Meets West: Effects of the Crusades” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “East Meets West:
Effects of the Crusades”:
o
Use the Internet to supplement research materials.
o
Have students create a slide-show presentation showing the effects of the Crusades and post it on the school’s Web
site.
 *Historical Fiction:
o
“The Eight” by Katherina Neville
o
“Timeline” by Michael Creighton
o
“The Egyptian Cinderella” by Shirley Climo
o
“Mara, Daughter of the Nile” by Eloise McGraw
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
142
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
o
*Show the documentary “Nefertiti Resurrected”
o
“The Dragon of the Ishtar Gate” by L. Sprague DeCamp
o
“Gilgamesh, King of Urk” by Thomas Mielke
o
*Show the Movie “Little Buddha”
o
“Winter Cherry” by Kenneth Westmacott Lin
o
“The Samurai: A Novel” by Julia Kristeva
o
“Tiger, Tiger” by Lynne Reid Banks
o
“The King Must Die” by Mary Renault
o
“The Children’s Homer” by Patrick Colum
o
“The Greek News” by Anton Powell
o
“Spartacus” by Howard Fast
o
“Silver Pigs” by Lundsey Davis
*Note: The historical fiction resources are not reviewed postings and therefore must be reviewed and determined appropriate
by individual educators before recommending them to students. *
Work effectively in a
group.
25. Establish guidelines,
rules and time lines for
group work.
SM
D
7.3
Opportunities for Differentiation:
 Group activity
 Student choice of product
 Differentiated Instructional Support listed below was taken directly from the State Standards-Based Lesson Plan “East
Meets West: Effects of the Crusades”:
o
Have students work individually, in pairs or in heterogeneous groups.
o
Provide resource materials on a wide range of reading levels.
o
Have students share research so that all students will have an opportunity to obtain the needed information. Provide
copies of the research findings for students as needed.
o
Complete post-assessment responses orally, in writing or through the use of artwork
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered. (Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator Y
 Help to write guidelines, rules, and time lines for working in groups in class throughout the year. (i.e. help from every
group member, fair amounts of time needed, group goals, staying on topic, etc.)
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications and personal responsibility will accompany the implementation of the
rules within the groups.
 Self-awareness, civil responsibility and critical thinking skills will b enhanced as students reflect on group and individual
performance.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
143
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Methods/Suggestions for Implementation:
 Although the teacher may suggest rules that may be effective, students are to establish the guidelines and rules that they
will be responsible for following during group activity. The creating of these rules may be done as a whole group intended
to be used and followed throughout the year or reevaluated and rewritten in individual groups during various activities.
 Use a poster to display the rules if they are to be followed consistently throughout the year.
 Be sure to allow students to collaborate and determine their own rules in a democratic fashion so as to encourage
ownership and self-directed behaviors.
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 http://www.jhu.edu/virtlab/misc/Group_Rules.htm
Work effectively in a
group. (cont.)
26. Reflect on the
performance of a
classroom group in
which one has
participated including the
contribution of each
member in reaching
group goals.
SM
D
7.4
Opportunities for Differentiation:
 The groups that students work with, implement rules with and reflect on will vary greatly throughout the school year.
Groups may be heterogeneous, homogeneous, based on ability, based on interest, and randomly assigned at times.
 Some students may need assistance creating and implementing group rules. The class may want to develop their own
consistent rules, continuously rewrite rules with new groups, or take teacher suggestions for rules that may be most
effective.
Civilizations Covered:
 Address this indicator for all civilizations and major eras covered. (Ancient Mesopotamia, Egypt, India, China, Greece,
Rome, Byzantium, Africa, Islam/Arab, Feudalism (Japanese and European), Middle Ages, Renaissance/Reformation,
Exploration/Expansion.
Explanation of Indicator: Revised Indicator Z
 After working in a group, look back and describe:
o
Your personal contribution
o
The contribution of each of the other members of the group
o
The success of reaching group goals.
21st Century Skills to Address:
 Collaboration, communication, adaptability, problem solving, leadership, and people skills address through group activity.
 Critical thinking, information and communications and personal responsibility will accompany the implementation of the
rules within the groups.
 Self-awareness, civil responsibility and critical thinking skills will b enhanced as students reflect on group and individual
performance.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “The Effects of the Silk Road”:
o
Nonlinguistic representations help students think about and recall knowledge. They include the following:
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
144
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
 Creating graphic organizers;
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
 Skills Support listed below was taken directly from the State Standards-Based Lesson Plan “Knight or Samurai: Feudalism
in Europe and Asia”:
o
Summarizing and note taking are two of the most powerful skills to help students identify and understand the most
important aspects of what they are learning.
o
Identifying similarities and differences enhances students’ understanding of and ability to use knowledge. This
process includes comparing, classifying, creating metaphors and creating analogies.
Methods/Suggestions for Implementation:
 State Standards-Based Lesson Plan “The Effects of the Silk Road” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 State Standards-Based Lesson Plan “Knight or Samurai: Feudalism in Europe and Asia” found at the following website:
https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
Technology-Based Resources and Other Resources:
 Interactive Technology, Internet, Power Point, etc.
 http://www.ode.state.oh.us
 https://ims.ode.state.oh.us/ODE/IMS/Search/GSASearchResults.asp
 Group Reflection Questionnaire
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “The Effects of the Silk
Road”:
o
During the Day One sights and sounds activity, images of the Silk Road can be displayed from an electronic
encyclopedia or an online encyclopedia. Infohio.org provides access to an online encyclopedia for use by Ohio
schools. These images can be shown via the computer or printed on overhead transparencies. If proper supplies or
technology are not available, this activity can be done using images in student textbooks or on posters.
o
Have students use word processing software to type and print paragraphs for the post-assessment activity.
o
Supplement classroom resources with Internet access for student research.
 Access further information and lesson ideas on the Silk Road from the following Web sites:
o
http://www.silkroadproject.org
o
http://www.askasia.org
 Technology resources listed below were taken directly from the State Standards-Based Lesson Plan “Knight or Samurai:
Feudalism in Europe and Asia”:
o
Utilize computers with Internet access to supplement classroom resources.
o
Have students produce picture books using word processing or publishing software.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
145
SOCIAL STUDIES
GRADE 7
INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
OHIO BENCHMARK
INDICATOR
Opportunities for Differentiation:
 Differentiated Instructional Support taken directly from the State Standards-Based Lesson Plan “The Effects of the Silk
Road”:
o
Assign pairs of students to research a city. Provide students with a variety of resources at varying ability levels
including pictures, print, Internet access and video.
o
Allow students to share their information using a variety of presentation modes including oral, visual, tactile, etc.
o
Challenge students to complete an independent study in which they research how trade on the Silk Road affected a
culture of interest and share information learned with the class.
 Differentiated Instructional Support taken directly from the State Standards-Based Lesson Plan “Knight or Samurai:
Feudalism in Europe and Asia”:
o
Use heterogeneous grouping to link experts with novices.
o
For students who need assistance on the assessment, copy the matrix of class notes and highlight important
information.
o
For students who require assistance with writing assignments, reduce the amount required, allow lists instead of
paragraphs and substitute illustrations for writing.
o
In heterogeneous grouping, have experts function as peer teachers.
o
Challenge students to add a page to their book answering the question “Why did feudalism last longer in Japan?”
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
146
GRADE 8
147
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Interpret relationships
between events shown
on multiple-tier time
lines.
Describe the effects of
interactions among
civilizations during
the 14th through the
18th centuries.
INDICATOR
1. Select events and
construct a multiple-tier
time line to show
relationships among
events.
H
A
8.1
2. Describe the political,
religious and economic
aspects of North American
colonization including:
a. Reasons for
colonization, including
religion, desire for land
and economic
opportunity;
b. Key differences among
the Spanish, French and
British colonies;
c. Interactions between
American Indians and
European settlers,
including agricultural
and cultural exchanges,
alliances and conflicts;
d. Indentured servitude and
the introduction and
institutionalization of
slavery;
e. Early representative
governments and
democratic practices that
emerged, including town
meetings and colonial
assemblies;
f. Conflicts among colonial
powers for control of
North America.
H
D
8.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will construct a multi-tier timeline (using technology) of the events leading up to the Revolutionary War.
Through class discussion, students will orally state relationships among these events.
Technology and Resources: http://www.teach-nology.com/web_tools/materials/timeline/
21st Century Skills: Critical thinking and Problem Solving skills, Information Literacy
Lesson Ideas:
 Students will research the 13 colonies using a teacher prepared information chart (colony, founder, year founded,
purpose, economy, religion, government, labor system and agricultural and geographic features). Students will use
library resources and Internet sites.
 Students will write an essay on the impact of colonization on the Native Americans.
 Students will draw the route of the triangular trade and write an essay on the positive and negative effects of the
Columbian Exchange.
 Students will analyze primary sources in order to understand colonial slavery and indentured servitude.
Technology and Resources: http://www.digitalhistory.uh.edu/learning_history/servitude_slavery/ss_servitude.cfm
PowerPoint Presentation on Colonial Government
PowerPoint Presentation: History of the Slave Trade
Article: Rivalry Between France and England in the New World; students will read and orally discuss.
United Streaming Video: http://www.unitedstreaming.com
Dark Passages (Segment: Beginning of Slave trade), websites listed in Resources
Fiction: The Sign of the Beaver by Elizabeth George Speare, The Deerslayer by James Fenimore Cooper, Cast 2
Shadows by Ann Rinaldi
21st Century Skills: Critical thinking and Problem Solving Skills, Information Literacy
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
148
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain the causes
and consequences of
the American
Revolution, with
emphasis on both
Colonial and British
perspectives.
"
INDICATOR
3. Identify and explain the
sources of conflict which
led to the American
Revolution, with emphasis
on the perspectives of the
Patriots, Loyalists, neutral
colonists and the British
concerning:
a. The Proclamation of
1763, the Stamp Act,
the Townshend Acts,
the Tea Act and the
Intolerable Acts;
b. The Boston Tea Party,
the boycotts, the Sons
of Liberty and petitions
and appeals to
Parliament.
4. Explain the results of
important developments of
the American Revolution
including:
a. A declaration of
American
independence;
b. Character and
significance of the
military struggle in the
North in the early years
of the war and the shift
of the battle to the
South after 1779;
c. Creation of state
constitutions;
d. Impacts on women,
African-Americans and
American Indians.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
E
8.3
Lesson Ideas:
 Students will take on the role of a newspaper reporter for the Boston Gazette. They will write 2 articles about the
Boston Massacre; one that is written from the point of view of a Patriot and one from the point of view of a
Loyalist.
 Students will identify the causes of the American Revolution and identify corresponding effects using a
Cause/Effect Diagram.
 Students will draw political cartoons illustrating their point of view regarding events leading to the American
Revolution.
Technology and Resources: Info Ohio Library: Video: Taxation without Representation, United Streaming:
Countdown to Independence: Cause of the American Revolution, Video Series: The American Revolution
Fiction: Johnny Tremain by Esther Forbes
21st Century Skills: Information Literacy, Critical Thinking and Problem Solving Skills
H
E
8.4
Lesson Ideas:
 Students will read the Declaration of Independence in small groups and identify the grievances listed.
 Students will complete chart: Strengths and Weaknesses of Military Forces: United States and Britain; follow up
questions: According to your chart, who should have won the Revolutionary War? Why? Why do you think the
Revolutionary War was won by the colonists?
 Students will work in small groups and create a classroom constitution.
 Discussion of states’ constitutions and how it affected African Americans, Native Americans and Women’s rights.
Technology and Resources: Copy of Declaration of Independence and United Streaming: Declaration of
Independence: The Foundation of Ideas for a New Age
Video Series: The American Revolution
Fiction: The American Revolutionaries: A History in Their Own Words by Milton Meltzer
21st Century Skills: Creativity and Innovation Skills, Critical Thinking and Problem Solving Skills, Leadership and
Responsibility, Communication and Collaboration Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
149
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Explain the political
and economic
challenges faced by
the United States after
the Revolutionary
War and the actions
that resulted in the
adoption of the U.S.
Constitution.
5. Explain major domestic
problems faced by the
leaders of the new republic
under the Articles of
Confederation including:
a. Maintaining national
security;
b. Creating a stable
economic system;
c. Dealing with war debts;
d. Collecting revenue;
e. Defining the authority
of the central
government.
H
F
8.5
"
6. Explain the challenges
in writing and ratifying the
U.S. Constitution
including:
a. Issues debated during
the convention
resulting in
compromises (i.e., the
Great Compromise, the
Three-Fifths
Compromise and the
compromise over the
slave trade);
b. The Federalist/AntiFederalist debate;
c. The debate over a Bill
of Rights.
H
F
8.6
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will create a two-column chart and list the powers granted to each government; Powers of the
Confederation Government and Powers of the Constitutional Government.
 Students will identify from this chart the problems facing the nation under the Articles of Confederation.
 Students will participate in a simulation game illustrating the problems that caused the failure of the Articles of
Confederation. See website listed.
Technology and Resources: http://www.col-ed.org/cur/sst/sst192.txt
21st Century Skills: Critical Thinking and Problem Solving Skills
Lesson Ideas:
 Students will compare/contrast the New Jersey and Virginia Plan. They will take on the role of a supporter of one
of these plans and engage in a class debate.
 Students will create a newsletter from the viewpoint of a Federalist or Anti-Federalist.
 Students will analyze the Bill of Rights and each amendment. They will choose 2 or 3 amendments and write an
editorial about the importance of including a Bill of Rights in the Constitution.
Technology and Resources: United Streaming: Liberty’s Kids: “We the People”
United Streaming: American History: Foundation of American Government
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
150
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Explain the political
and economic
challenges faced by
the United States after
the Revolutionary
War and the actions
that resulted in the
adoption of the U.S.
Constitution. (cont.)
7. Describe the actions
taken to build one country
from 13 states including:
a. The precedents
established by George
Washington, including
the cabinet and a twoterm presidency;
b. Alexander Hamilton’s
actions to create a
financially strong
country, including the
creation of a national
bank;
c. The establishment of an
independent federal
court system.
H
F
8.7
Analyze the causes
and consequences of
the American Civil
War.
8. Describe and analyze
the territorial expansion of
the United States
including:
a. Northwest Ordinance;
b. The Louisiana Purchase
and the Lewis and
Clark expedition;
c. Westward movement
including Manifest
Destiny;
d. The Texas War for
Independence and the
Mexican-American
War.
H
G
8.8
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Before and Beyond the Constitution: What Should a President Do? Students will gather a list of accomplishments
of George Washington in his tenure as the first president of the United States from the textbook and other sources.
 Students will examine Article III of the Constitution and discuss its powers.
 Students will watch a featured segment of video: Alexander Hamilton American Experience (PBS). Students will
answer questions related to video.
Technology and Resources: http://edsitement.neh.gov/view_lesson_plan.asp?id=458
http://www.congresslink.org/print_basics_histmats_constitution_art3.htm
http://www.pbs.org/wgbh/amex/hamilton/tguide/index.html
http://www.pbs.org/wgbh/amex/hamilton/tguide/index.html
Lesson Ideas:
 Students will create a four-page pamphlet advertising these movements and its impact on U.S. Expansion.
Technology and Resources: United Streaming: America Under Thomas Jefferson: The Louisiana Purchase and
Lewis and Clark (See Teacher’s Guide and Blackline Masters)
United Streaming: Westward Expansion: The Pioneer Challenge
Video: American Westward Expansion
Fiction: Streams to the River, River to the Sea by Scott O’Dell, This Vast Land by Stephen E. Ambrose, The Prairie
by James Fenimore Cooper, The Ox-Bow Incident by Walter Van Tilburg Clark
21st Century Skills: Creativity and Innovation Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
151
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the causes
and consequences of
the American Civil
War. (cont.)
INDICATOR
9. Explain causes of the
Civil War with emphasis
on:
a. Slavery;
b. States’ rights;
c. The different economies
of the North and South;
d. The extension of slavery
into the territories,
including the Dred Scott
Decision and the
Kansas-Nebraska Act;
e. The abolitionist
movement and the roles
of Frederick Douglass
and John Brown;
f. The addition of new
states to the Union and
their impact on the
balance of power in the
Senate, including the
Missouri Compromise
and the Compromise of
1850;
g. The emergence of
Abraham Lincoln as a
national figure in the
Lincoln-Douglas
debates, the presidential
election of 1860, and
the South’s secession.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
G
8.9
Lesson Ideas:
 Students will complete chart on factors that divided the North and the South. (Factors: Slavery, Economy,
Abolitionist Movement).
 Students will analysis Primary Documents: Ripley Anti-Slavery Minutes and engage in discussion questions.
http://www.historyworksohio.org/classroom/activity.cfm?id=1
 Students will read Road to Freedom; Historical Background and discuss the subject of slavery from the perspective
of the Republican and Democratic Parties - http://www.readwritethink.org/lessons/lesson_view.asp?id=864 (see
classroom resources; Road to Freedom).
Technology and Resources: http://www.historyworksohio.org/classroom/activity.cfm?id=1
United Streaming: American Civil War, The Causes of the War and
Civil War: Conflict between the North and the South, The Monroe Doctrine and the Missouri Compromise (search
title and get Teacher’s Guide and Blackline Masters)
Video: Civil War
Fiction: The Narrative of the Life of Frederick Douglass, An American Slave, Shades of Gray by Carolyn Reeder
21st Century Skills: Critical Thinking and Problem Solving Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
152
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the causes
and consequences of
the American Civil
War. (cont.)
"
INDICATOR
10. Explain the course and
consequences of the Civil
War with emphasis on:
a. Contributions of key
individuals, including
Abraham Lincoln,
Robert E. Lee and
Ulysses S. Grant;
b. The Emancipation
Proclamation;
c. The Battle of
Gettysburg.
11. Analyze the
consequences of
Reconstruction with
emphasis on:
a. President Lincoln’s
assassination and the
ensuing struggle for
control of
Reconstruction,
including the
impeachment of
President Andrew
Johnson;
b. Attempts to protect the
rights of and enhance
opportunities for the
freedmen, including the
basic provisions of the
13th, 14th and 15th
Amendments to the
U.S. Constitution;
c. The Ku Klux Klan and
the enactment of black
codes.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
G
8.10
Lesson Ideas:
 Students will create a timeline of the significant battles of the Civil War.
 Students will complete the Contribution Chart of significant individuals during the Civil War.
 Students will study the Emancipation Proclamation and summarize in an essay its impact and effects.
 Students will research a battle from the prospective of a journalist. They will write a five-paragraph report using
Microsoft Publisher.
Technology and Resources: United Streaming: Life and Times of Abraham Lincoln (Teacher’s Guide and Blackline
Masters) and Civil War
http://www.sdst.org/shs/library/civilwarwq.html
Fiction: Come Juneteenth by Ann Rinaldi, Across Five Aprils by Irene Hunt, Red Badge of Courage by Stephen
Crane
H
G
8.11
21st Century Skills: Critical Thinking and Problem Solving Skills. Information Literacy. Initiative and Self-Direction
Lesson Ideas:
 Students will complete a Graphic Organizer on Congress and Reconstruction.
 Students will analyze newspaper cartoons of the KKK. They will examine two illustration and answer guided
questions.
 Students will view PowerPoint presentation on the Reconstruction Period.
 Students will create an advertisement for either the 13th, 14th or 15th Amendment.
Technology and Resources: Graphic Organizer, newspaper cartoons,
http://www.historicaldocuments.com/KuKluxKlanHistory,htm
Fiction: Up From Slavery by Booker Washington, Sounder by William Armstrong
21st Century Skills: Critical Thinking and Problem Solving, Skills, Information Literacy, Social and Cross-Cultural
Skills, Creativity and Innovation Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
153
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
PEOPLE IN SOCIETIES
Analyze examples of
12. Trace the development
interactions between
of religious diversity in the
cultural groups and
colonies, and analyze how
explain the factors
the concept of religious
that contribute to
freedom has evolved in the
cooperation and
United States.
conflict.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
B
8.1
Lesson Idea:
 Students will read from text information on the 3 major regions: New England, Middle and Southern. They will
create charts comparing and contrasting the diversity of religion in these regions.
 In small groups, students will research a significant person who demonstrated religious diversity and present their
research to the class. http://www.uncp.edu/home/canada/work/allam/16071783/religion.htm
 Students will read a primary source; “Religion As Cause of Revolution” and complete the visual organizer (SOAP
– Subject, Objective, Audience, Perspective) http://maass.nyu.edu/resources/r1/lesson_plans/religion.html
Technology and Resources: Library sources, Internet research, website above
"
"
13. Describe and explain
the social, economic and
political effects of:
a. Stereotyping and
prejudice;
b. Racism and
discrimination;
c. Institutionalized racism
and institutionalized
discrimination.
14. Analyze how contact
between white settlers and
American Indians resulted
in treaties, land acquisition
and Indian removal.
PS
B
8.2
21st Century Skills: Critical Thinking and Problem Solving Skills
Lesson Ideas:
 Understanding Stereotypes and Prejudice Lesson,
http://school.discoveryeducation.com/lessonplans/programs/stereotypes/
 Students will analyze the Brown v. Board of Education Court Case and discuss its impact on racism.
 Lesson Title: Understanding Stereotypes – http://school.discovery.com/lessonplans/programs/stereotypes
 Have Minorities Gained Acceptance,
 http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_History/USH0011.html
Technology and Resources: United Streaming: Civil Rights: The Long Road to Equality and Freedom: A History of
US Democracy And Struggles
Fiction: New Boy by Julian Houston, Face Relations: 11 Stories About Seeing Beyond Color by Marilyn Singer,
Native Son by Richard Wright, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen
Levine
PS
B
8.3
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills, Social
and Cross-Cultural Skills, Flexibility and Adaptability, Initiative and Self-Direction
Lesson Ideas:
 Students will assess treaties and land acquisition through oral discussion and its impact on Native Americans.
 Students will read article Collision Over Land. They will role play territorial invasion and problem solve to
resolve conflict.
Technology and Resources: Article Collision Over Land
United Streaming: Native America: Removal Video; Teacher’s Guide and Blackline Masters and American Values in
Conflict
21st Century Skills: Communication and collaboration Skills, Creativity and Innovation Skills, Critical Thinking and
Problem Solving Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
154
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
15. Analyze the economic,
geographic, religious and
political factors that
contributed to:
a. The enslavement of
Africans in North
America;
b. Resistance to slavery.
PS
B
8.4
"
16. Describe the historical
limitations on participation
of women in U.S. society
and their efforts to gain
equal rights.
PS
B
8.5
Explain how contact
between different
cultures impacts the
diffusion of belief
systems, art, science,
technology, language
and forms of
government.
17. Explain how the
diverse peoples of the
United States developed a
common national identity.
PS
C
8.6
18. Compare places and
regions in the United
States, as they existed
prior to 1877 with the
same places and regions
today to analyze changes
in land use and population,
political, social and
economic characteristics.
GEO
B
8.1
Analyze examples of
interactions between
cultural groups and
explain the factors
that contribute to
cooperation and
conflict. (cont.)
GEOGRAPHY
Define and identify
regions using human
and physical
characteristics.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Idea:
 Through oral discussion, students will compare slavery in the 13 colonies and identify factors that led to slavery.
 Students will read about Stono Rebellion and discuss slave resistance.
Technology and Resources: American Slavery: The Southern Plantation Way of Life (see Teacher’s Guide and
Blackline Masters)
Fiction: Uncle Tom’s Cabin by Harriet Beecher Stowe
21st Century Skills: Communication and Collaboration
Lesson Idea:
 Students will select a significant woman from the 1700-1900’s and present an oral report on their contribution in
obtaining equality for women.
Technology and Resources: Website: http://library.thinkquest.org/3776/Social%20Studies%20Category.html
Fiction: Uncommon Faith by Trudy B. Krisher, 33 Things Every Girls Should Know about Women’s History: From
Suffragettes to Skirt Lengths to the Era by Tonya Bolden
21st Century Skills: Communication and Collaboration, Information Literacy, Productivity and Accountability
Lesson Idea:
 Students will design an advertising brochure encouraging Europeans to come to their English Colony. Through
oral discussion, students will evaluate the impact of diverse cultures and its role in nationalism.
 Students will read articles in newspaper about immigration and discuss answers to teacher directed questions.
 Students will research the background of their ancestors and write a summary
Technology and Resources: Library books, Internet, United Streaming Video: American Diversity,
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_History/USH0008.html
Fiction: The Escape from Home by Avi; So Far from Home: The Diary of Mary Driscoll by Barry Denenberg
21st Century Skills: Information Literacy, Creativity and Innovation Skills, Critical Thinking and Problem Solving Skills
Lesson Idea:
 Students will compare historical maps from various time periods and assess changes in population, political, social
and economic characteristics. Through oral discuss, students will evaluate reasons for the changes.
 Students will identify a region by defining its distinguishing characteristics using maps and other resources;
explain how and why regions change; describe the relationships and interactions among regions; and analyze the
influences and effects of regional labels and images (for example, the Sun Belt states attract tourists, retirees, and
new businesses).
Technology and Resources: Maps (textbook) and Jr. Scholastic www.onlineatlas.us
www.mapsofworld.com/usa/thematic-maps/usa-population-map.html
21st Century Skills: Critical Thinking and Problem Solving Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
155
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how the
environment
influences the way
people live in
different places and
the consequences of
modifying the
environment.
Explain reasons that
people, products and
ideas move from place
to place and the
effects of that
movement on
geographic patterns.
ECONOMICS
Explain how the
endowment and
development of
productive resources
affect economic
decisions and global
interactions.
Explain why trade
occurs and how
historical patterns of
trade have contributed
to global
interdependence.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
19. Analyze how physical
characteristics of the
environment influenced
population distribution,
settlement patterns and
economic activities in the
United States during the
18th and 19th centuries.
20. Explain how
colonization, westward
expansion, immigration
and advances in
transportation and
communication changed
geographic patterns in the
United States.
GEO
C
8.2
21. Explain how the
uneven distribution of
productive resources
influenced historic events
such as the Civil War.
E
A
8.1
22. Discuss how
mercantilism and the
establishment of colonies
led to increased global
trading during the 17th and
18th centuries.
23. Explain the purpose
and effects of trade
barriers such as tariffs
enacted before the Civil
War.
E
B
8.2
Lesson Idea:
 Students will analyze physical maps and through oral discussion explain how environment influences population
density.
Technology and Resources: Physical and Population Maps
www.mapsofworld.com/usa/thematic-maps/usa-population-map.html
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills
GEO
D
8.3
Lesson Idea:
 After viewing videos, students will articulate changes in geographic patterns as a result of movement.
Technology and Resources: United Streaming: Westward Expansion (Activities: Anticipation Guide and Cloze
Evaluation) Immigration to the United States
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills
Lesson Ideas:
 Students will create a web (graphic organizer) illustrating the productive resources of the North and South. Using
this information, students will articulate the reasons for the uneven distribution and its effects.
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration
E
B
8.3
Lesson Idea:
 Students will create a concept map showing the impact of Mercantilism.
Technology and Resources: The Impact of the Global Economy (Holt Video DVD Series),
http://score.rims.k12.ca.us/score_lessons/market_to_market/pages/activities.html
21st Century Skills: Critical Thinking, Information Literacy
Lesson Ideas:
 Limiting Trade Lesson http://ecedweb.unomaha.edu/lessons/feoga.htm
 Students will read Primary Source: President Jackson’s Proclamation Regarding Nullification and answer
respective questions related to document.
Technology and Resources: http://ecedweb.unomaha.edu/lessons/feoga.htm
21st Century Skills: Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
156
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify connections
between government
policies and the
economy.
"
GOVERNMENT
Explain why people
institute governments,
how they influence
governments, and how
governments interact
with each other.
"
INDICATOR
24. Explain how lack of
power to regulate the
economy contributed to the
demise of the Articles of
Confederation and the
creation of U.S.
Constitution.
25. Explain how
governmental protection of
property rights and
regulation of economic
activity impacted the
development of the U.S.
economy.
E
C
8.4
26. Analyze the principles
of self-government and
natural rights expressed in
the Declaration of
Independence and their
relationship to
Enlightenment ideas.
GVT
A
8.1
27. Explain how political
parties developed as a result
of attempts to resolve issues
in the early years of the
United States including:
a. Payment of debt;
b. Establishment of a
national bank;
c. Strict or loose
interpretation of the
Constitution;
d. Support for England or
France.
GVT
A
8.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Idea:
 Students will create a strengths/weaknesses chart on the Article of Confederation. Using information from this
chart, students will articulate the reasons for the failure of the Articles of Confederation.
Technology and Resources: United Streaming Video: Are We To Be A Nation?
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration
E
C
8.5
Lesson Idea:
 Students will do a critical analysis of the Bill of Rights
 Lesson: How has the Constitution shaped the economic system in the United States?
http://ecedweb.unomaha.edu/lessons/fecg1.htm
Technology and Resources: http://ecedweb.unomaha.edu/lessons/fecg1.htm
21st Century Skills: Critical Thinking and Problem Solving Skills
Lesson Ideas:
 Students will identify the natural rights listed in the Declaration of Independence.
 Activity: A Declaration of Our Rights: Students will work in small groups and write a list of their “unalienable rights”
and responsibilities they have to protect these rights.
 Students will read about Enlightenment figures (John Locke) and how their philosophies impacted the idea of selfgovernment.
Technology and Resources: United Streaming Video: The American Revolution: From Colonies to the
Constitution, Shaping the New Nation (See Teacher’s Guide and Blackline Masters)
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Flexibility
and Adaptability, Initiative and Self-Direction
Lesson Idea:
 Students will create a compare/contrast diagram of the Democratic-Republican views of Thomas Jefferson to the
Federalist views of Alexander Hamilton.
 Students will take the position of a Federalist or Anti-Federalist and write a newspaper editorial from their point of
view.
 Students will participate in the activity Home-Made Political Parties;
http://www.eduref.org/Virtual/Lessons/Social_Studies/US_Government/GOV0014.html
Technology and Resources: United Streaming Video: An American Nation Begins: 1789-1792 (See Teacher’s
Guide and Blackline Masters)
21st Century Skills: Critical Thinking and Problem Solving Skills, Creativity Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
157
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Explain how the
Declaration of
Independence, the
U.S. Constitution,
including the Bill of
Rights, and the
Northwest Ordinance
have provided for the
protection of rights
and the long-term
future of a growing
democracy.
28. Explain how events
and issues demonstrated
the need for a stronger
form of governance in the
early years of the United
States:
a. Shays’s Rebellion;
b. Economic instability;
c. Government under the
Articles of
Confederation.
GVT
B
8.3
"
29. Explain the political
concepts expressed in the
U.S. Constitution:
a. Representative
democracy;
b. Federalism;
c. Bicameralism;
d. Separation of powers;
e. Checks and balances.
GVT
B
8.4
30. Explain how the U.S.
Constitution protects the
rights of citizens, regulates
the use of territory,
manages conflict and
establishes order and
security.
GVT
B
8.5
"
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas
 Students will create a Cause/Effect Chart on Shay’s Rebellion and the economic instability of the country.
 Students will create strengths/weaknesses charts on the Articles of Confederation and make recommendations to
the 2nd Continental Congress for improvements.
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration
Lesson Ideas:
 Students will create a flowchart identifying the system of checks and balances between the Executive, Legislative
and Judicial Branches.
 Students will write an essay explaining representation in the Senate and House of Representatives.
Technology and Resources: United Streaming: Understanding the Constitution: Creating the Federal Government
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration
Lesson Idea:
 In-depth study of the Constitution; Bill of Rights, Articles 1-7 and Amendments 11-27.
 Students will read various situations and analyze practical applications of a law as described in the Constitution.
Technology and Resources: Washington Courts (http://www.courts/wa/gov) Search for Judges in the Classroom: No
Vehicles in the Park Lesson
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Information
Literacy, Leadership and Responsibility
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
158
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Explain how the
Declaration of
Independence, the
U.S. Constitution,
including the Bill of
Rights, and the
Northwest Ordinance
have provided for the
protection of rights
and the long-term
future of a growing
democracy. (cont.)
31. Explain how specific
provisions of the United
States Constitution,
including the Bill of
Rights, limit the powers of
government in order to
protect the rights of
individuals with emphasis
on:
a. Freedom of religion,
speech, press, assembly
and petition;
b. Right to trial by jury
and the right to
counsel;
c. Due process and equal
protection of the laws.
GVT
B
8.6
"
32. Explain how the
Northwest Ordinance
established principles and
procedures for the orderly
expansion of the United
States.
GVT
B
8.7
Lesson Ideas:
 In-depth study of the Constitution; Bill of Rights, Articles 1-7 and Amendments 11-27
 Students will write a classroom Bill of Rights.
 Students will analysis significant Supreme Court Cases such as Tinker v. Des Moines
 Students will read Rights in Conflict Case Studies in small group. They will identify which rights are in conflict in
the situation and decide as a group how to solve the conflict.
 Guest Speaker: Local Lawyer will discuss and role-play with students a Supreme Court Case on freedom of
speech.
Technology and Resources: Rights in Conflict Case Studies, Washington Courts (http://www.courts/wa/gov) search
for Judges in the Classroom Lesson: Rights in Conflict; United Streaming – American Values in Conflict
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Leadership
and Responsibility, Flexibility and Adaptability, Initiative and Self-Direction
Lesson Ideas:
 Students will view the primary source document Ordinance of the Northwest Territory (1787). Students will use
the document to understand how the land was to be governed and specific laws regarding rights of peoples,
including Native Americans. Student will complete Primary Source Analysis.
Technology and Resources: http://historyworks.ohio.org/classroom/plan-moesc.cfm?id-20
21st Century Skills: Critical Thinking and problem Solving Skills; Communication and Collaboration
"
33. Describe the process
by which a bill becomes a
law.
GVT
B
8.8
Lesson Idea:
 Students will draw a flowchart illustrating the process of how a bill becomes a law.
 Students will research a current bill and in Congress and follow its process,
http://www.gpoaccess.gov/bills/index.html
Technology and Resources: http://www.socialstudiesforkids.com/articles/government/howabillbecomesalaw.htm
http://bensguide.gpo.gov/6-8/lawmaking/index.html
http://www.gpoaccess.gov/bills/index.html
21st Century Skills: Critical Thinking and Problem Solving Skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
159
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Show the relationship 34. Show the relationship
CRR
between civic
between participating in
A
participation and
civic and political life and
8.1
attainment of civic
the attainment of
and public goals.
individual and public goals
including:
a. The Sons of Liberty
and Committees of
Correspondence/
American
independence;
b. The Underground
Railroad and the
abolitionist
movement/Abolition of
slavery.
"
35. Explain how the
opportunities for civic
participation expanded
during the first half of the
19th century including:
a. Nominating
conventions;
b. Expansion of the
franchise;
c. Active campaigning.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
A
8.2
Lesson Idea:
 Students will take on the role of a famous political leader or a presenter. The presenter will write a speech to be
given at a testimonial about this famous person. The famous person will write an acceptance speech.
Technology and Resources: http://www.milforded.org/schools/calfpen/jcox/wq/revwar.html
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Leadership
and Responsibility, Flexibility and Adaptability, Initiative and Self-Direction
Lesson Ideas:
 Students will create a flow chart that shows the process for electing a U.S. President from the primary elections
through inauguration day.
 Students will design and illustrate a political cartoon that shows the candidate campaigning.
Technology and Resources: http://artsedge.kennedy-center.org/content/3775
http://people.howstuffworks.com/political-convention.htm
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
160
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify historical
origins that influenced
the rights U.S. citizens
have today.
"
INDICATOR
36. Evaluate the role of
historical figures and
political bodies in
furthering and restricting
the rights of individuals
including:
a. Jefferson and the
contradiction between
the ideals of the
Declaration of
Independence and his
role as a slave owner;
b. State constitutional
conventions and the
disenfranchisement of
free blacks;
c. Jackson and his role in
Indian removal;
d. Frederick Douglass and
the abolitionist
movement;
e. Elizabeth Cady Stanton
and women’s rights.
CRR
B
8.3
37. Show connections
between the rights and
responsibilities of
citizenship including:
a. Voting and staying
informed on issues;
b. Being tried by a jury
and serving on juries;
c. Having rights and
respecting the rights of
others.
CRR
B
8.4
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will write a newspaper editorial convincing readers to abolish slavery.
 Students will read primary source - Indian Removal and answer responsive questions to article.
 Students will read information on ownership of slaves by major figures (Jefferson, Lincoln, Washington, etc) and
analyze their views. http://www.nas.com/~lopresti/ps.htm
 Students will create a set of biographical trading cards (8) on historical figures and their impact on furthering the
rights of individuals.
Technology and Resources: http://www.nas.com/~lopresti/ps.htm
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_History/USH0046.html
21st Century Skills: Critical Thinking and Problem Solving Skills, Information Literacy
Lesson Ideas:
 Students will create a poster advertising the rights and responsibilities of a United States citizen.
 Students will investigate an issue, form an opinion and present their views in a class wide caucus.
Technology and Resources: Civic Books
http://bensguide.gpo.gov/6-8/citizenship/responsibilities.html
http://bensguide.gpo.gov/3-5/citizenship/rights.html
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Information
Literacy, Creativity and Innovation Skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
161
SOCIAL STUDIES
GRADE 8
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
SOCIAL STUDIES SKILLS AND METHODS
Analyze different
38. Compare accuracy and
perspectives on a
point of view of fiction
topic obtained from a
and nonfiction sources
variety of sources.
about a particular era or
event.
Present a position and
support it with
evidence and citation
of sources.
"
Work effectively in a
group.
"
39. Construct a historical
narrative using primary
and secondary sources.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
A
8.1
Lesson Ideas:
 Students will read a fictional article and a primary source article on the Boston Massacre. They will summarize the
event according to the point of view of the article.
Technology and Resources: http://findarticles.com/p/articles/mi_hb3033/is_200411/ai_n20344247
SM
C
8.2
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Information
Literacy,
Lesson Ideas:
 Students will take on the role of a famous political leader or a presenter. The presenter will write a speech to be
given at a testimonial about this famous person. The famous person will write an acceptance speech.
Technology and Resources: Internet (research) http://www.lib.washington.edu/subject/History/RUSA/
40. Write a position paper
or give an oral
presentation that includes
citation of sources.
41. Organize and lead a
discussion.
42. Identify ways to
manage conflict within a
group.
SM
C
8.3
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Information
Literacy, Creativity and Innovation Skills
Lesson Ideas:
 Students will prepare and deliver a 2 minute-persuasive speech on a topic or issue of their choice.
Technology and Resources: Library and Internet resources
SM
D
8.4
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Information
Literacy, Creativity and Innovation Skills
Lesson Ideas:
 During group work, each student will be given the opportunity to be the leader of the group and be responsible for
leading the discussion.
SM
D
8.5
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Creativity and
Innovation Skills, Leadership and Responsibility, Productivity and Accountability
Lesson Ideas:
 In small groups, students will be presented with scenarios and they will brainstorm ways to resolve conflicts within
a group.
Technology and Resources: http://disputeresolution.ohio.gov/schools/contentpages/styles.htm
21st Century Skills: Critical Thinking and Problem Solving Skills. Communication and Collaboration, Creativity and
Innovation Skills, Productivity and Accountability
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
162
WORLD HISTORY
163
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain connections
between the ideas of
the Enlightenment and
changes in the
relationships between
citizens and their
governments.
"
Explain the social,
political and
economic effects of
industrialization.
INDICATOR
1. Explain how Enlightenment
ideas produced enduring effects
on political, economic and
cultural institutions, including
challenges to religious authority,
monarchy and absolutism.
2. Explain connections among
Enlightenment ideas, the
American Revolution, the
French Revolution and Latin
American wars for
independence.
3. Explain the causes and effects
of the Industrial Revolution with
emphasis on:
a. How scientific and
technological changes promoted
industrialization in the textile
industry in England;
b. The impact of the growth of
population, rural-to-urban
migrations, growth of industrial
cities, and emigration out of
Europe;
c. The changing role of labor and
the rise of the union movement;
d. Changes in living and working
conditions for the early
industrial working class,
especially women and children;
e. The growth of industrialization
around the world.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
H
A
9.1
Lesson Ideas:
 Have the students create a list of the enlightened thinkers and philosophies. Have them research how those
thoughts have changed and impacted politics, economics and cultural institutions today.
 Students will utilize the internet to find historical examples of challenges enlighten thinkers made to
authority, monarchies and absolutism.
Technology/Resources - http://encarta.msn.com/encyclopedia_761571679/Enlightenment_Age_of.html
H
A
9.2
21st Century Skills: critical thinking
Lesson Ideas:
 Students will take the enlightened ideas and find the connections/strands of each revolution. Students will
create a chart showing the traits of each revolution.
 Using the internet, students will create a chart looking at modern conflicts and how the enlightenment
philosophies fit in.
Technology/Resources - http://encarta.msn.com/encyclopedia_761571679/Enlightenment_Age_of.html
H
B
9.3
21st Century Skills: critical thinking
Lesson Ideas:
 Students will be divided into groups with each one being assigned a specific aspect of the industrial
revolution. Students must explain the cause and effect. Groups will present this information via power point
or Interactive Technology.
Technology/Resources - http://www.runet.edu/~wkovarik/envhist/4industrial.html
21st Century Skills: teamwork
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
164
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the reasons
that countries gained
control of territory
through imperialism
and the impact on
people living in the
territory that was
controlled.
"
"
Connect
developments related
to World War I with
the onset of World
War II.
INDICATOR
4. Describe the political,
economic and social roots of
imperialism.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
H
C
9.4
Lesson Ideas:
 The student will define imperialism, give historical examples of imperialism, and select a modern day
country or region that they would practice imperialism, and explain why using outside research done on the
internet.
Technology/Resources - http://www.michaelparenti.org/Imperialism101.html
21st Century Skills: critical thinking
5. Analyze the perspectives of
the colonizers and the colonized
concerning:
a. Indigenous language;
b. Natural resources;
c. Labor;
d. Political systems;
e. Religion.
6. Explain the global impact of
imperialism including:
a. Modernization of Japan;
b. Political and social reform
in China;
c. Exploitation of African
resources.
7. Analyze causes and effects of
World War I with emphasis on:
a. Militarism, imperialism,
nationalism and alliances;
b. The global scope, outcomes
and human costs of the war;
c. The role of new
technologies and practices
including the use of poison
gas, trench warfare,
machine guns, airplanes,
submarines and tanks;
d. The Treaty of Versailles and
the League of Nations.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
H
C
9.5
Lesson Ideas:
 Divide students will be divided into 2 groups (colonizers and colonized) and explain how each of the issues
(indigenous language; natural resources, labor, political systems, religion) affected their group and how they
would deal with them.
Technology/Resources - http://www.michaelparenti.org/Imperialism101.html
21st Century Skills: critical thinking
H
C
9.6
Lesson Ideas:
 Students will create a list of conditions that were present in those areas to encourage imperialism. They will
also create a list of how these areas are faring today and the effect of imperialism. Student will discuss
potential solutions.
Technology/Resources - http://www.michaelparenti.org/Imperialism101.html
H
D
9.7
21st Century Skills: critical thinking
Lesson Ideas:
 Students will analyze timelines leading up to the war. Student will analyze maps of Europe before and after
the war.
 Students will write a research paper on topic of choice on WWI (3 pages with at least two internet sources).
 Students will analyze charts/graphs showing economic and human costs of the war.
Technology/Resources - http://www.firstworldwar.com/
21st Century Skills: organization
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
165
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Connect
developments related
to World War I with
the onset of World
War II. (cont.)
"
"
Analyze connections
between World War
II, the Cold War and
contemporary
conflicts.
INDICATOR
8. Analyze the causes and
consequences of the Russian
Revolution including:
a. The lack of economic,
political and social reforms
under the tsars;
b. The impact of World War I;
c. The emergence of Lenin,
Stalin and the Bolsheviks;
d. The rise of communism in
Russia.
9. Assess the global impact of
post-World War I economic,
social and political turmoil
including:
a. Disarmament;
b. Worldwide depression;
c. Colonial rebellion;
d. Rise of militarist and
totalitarian states in Europe
and Asia.
10. Analyze the causes of World
War II including:
a. Appeasement;
b. Axis expansion;
c. The role of the Allies.
11. Analyze the consequences of
World War II including:
a. Atomic weapons;
b. Civilian and military losses;
c. The Holocaust and its impact;
d. Refugees and poverty;
e. The United Nations;
f. The establishment of the state
of Israel.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
H
D
9.8
Lesson Ideas:
 Students will create a list of conditions that contributed to the Russian Revolution, compare these factors
with current Russia. Compare and contrast Lenin with Stalin (role play each in class).
 Student will create a chart, describing communism in Russia and why it is successful.
 Predict the Future: Students will write a prediction of where communism will be 20 years from now and
why, based on what is going on in the world today.
Technology/Resources - http://www.firstworldwar.com/
21st Century Skills: organization/creativity
H
D
9.9
Lesson Ideas:
 Divide the class into 3 groups assigning each one with economic, social, and political turmoil. Students will
discuss role that they played in leading up to WWII.
Technology/Resources - http://www.firstworldwar.com/
21st Century Skills: organization
H
D
9.10
Lesson Ideas:
 Students will assume the role of the allies and explain why they selected their course of action and then
explain to their classmates what they would have done based on the facts. Students will also provide
examples of today where appeasement is being practiced and why it is being allowed.
Technology/Resources - http://www.firstworldwar.com/
H
E
9.11
21st Century Skills: organization
Lesson Ideas:
 Students will take each one of the consequence and rank them according what they feel has had the most
impact on the world to the least and site examples to support their argument (use internet for this
information). Students will then change a consequence, based on current information.
Technology/Resources - http://www.firstworldwar.com/
21st Century Skills: organization
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
166
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze connections
between World War
II, the Cold War and
contemporary
conflicts. (cont.)
"
"
"
INDICATOR
12. Analyze the impact of
conflicting political and
economic ideologies after World
War II that resulted in the Cold
War including:
a. Soviet expansion in Eastern
Europe;
b. The division of Germany;
c. The emergence of NATO
and the Warsaw Pact;
d. The Chinese Communist
Revolution.
13. Examine social, economic
and political struggles resulting
from colonialism and
imperialism including:
a. Independence movements in
India, Indochina and Africa;
b. Rise of dictatorships in
former colonies.
14. Explain the causes and
consequences of the fall of the
Soviet Union and the end of the
Cold War including:
a. The arms build-up;
b. Ethnic unrest in the Soviet
Union;
c. Independence movements in
former Soviet satellites;
d. Global decline of
communism.
15. Examine regional and ethnic
conflict in the post-Cold War era
including:
a. Persistent conflict in the
Middle East;
b. Ethnic strife in Europe,
Africa and Asia.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
H
E
9.12
Lesson Ideas:
 Students will each be assigned a region of the world and analyze the developments in that region, past to
present. Students will also discuss whether any of these situations could have been avoided and how things
would have changed, based on this course of action.
Technology/Resources - http://www.historyplace.com/worldwar2/timeline/ww2time.htm
21st Century Skills: academic
H
E
9.13
Lesson Ideas:
 Students will identify on a map, the areas of the world with dramatic population increases and GDP. They
will discus these current social and political issues.
Technology/Resources - http://www.neravt.com/left/hotspots/global.html
21st Century Skills: critical thinking
H
E
9.14
Lesson Ideas:
 Student will create a timeline of the Cold War, analyze charts and graphs, and create a chart where the
students list all of the pros/cons of the Cold War. The class will discuss where communism is today and
where it is going in the future.
Technology/Resources - http://www.historylearningsite.co.uk/coldwar.htm
21st Century Skills: critical thinking
H
E
9.15
Lesson Ideas:
 Each student will be assigned a region of the world and required to create a newspaper of that area
highlighting the events that have transpired since the Cold War using the internet or publication master.
Technology/Resources - http://www.historylearningsite.co.uk/coldwar.htm
21st Century Skills: critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
167
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
PEOPLE IN SOCIETIES
Analyze the influence
16. Analyze examples of how
of different cultural
people in different cultures view
perspectives on the
events from different
actions of groups.
perspectives including:
a. Creation of the state of
Israel;
b. Partition of India and
Pakistan;
c. Reunification of Germany;
d. End of apartheid in South
Africa.
Analyze the
consequences of
oppression,
discrimination and
conflict between
cultures.
Analyze the ways that
contacts between
people of different
cultures result in
exchanges of cultural
practices.
PS
A
9.1
Lesson Ideas:
 Each student will be assigned a different country or region of the world. They will complete a written report
explaining how that country or region’s culture views events including the creation of the state of Israel,
partition of India and Pakistan, reunified Germany, end of apartheid in South Africa.
Technology/Resources - http://www.neravt.com/left/hotspots/global.html
21st Century Skills: critical thinking
17. Analyze the results of
political, economic, and social
oppression and the violation of
human rights including:
a. The exploitation of
indigenous peoples;
b. The Holocaust and other acts
of genocide, including those
that have occurred in
Armenia, Rwanda, Bosnia
and Iraq.
PS
B
9.2
18. Explain how advances in
communication and transportation have impacted:
a. Globalization;
b. Cooperation and conflict;
c. The environment;
d. Collective security;
e. Popular culture;
f. Political systems;
g. Religion.
PS
C
9.3
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
Lesson Ideas:
 Students will watch videos about each of the conflicts. They will compare and contrast conditions. They also
need to come up with a non-violent solution.
 Discuss human rights violators in modern times and explain why it still goes on and what role should the US
play.
Technology/Resources - http://www.historyplace.com/worldwar2/holocaust/timeline.html
21st Century Skills: creativity
Lesson Ideas:
 The student will create a power point/Interactive Technology presentation that explains the impact of
communication and transportation on society.
Technology/Resources - http://www.globalization101.org/
21st Century Skills: critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
168
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
GEOGRAPHY
Analyze the cultural,
physical, economic
and political
characteristics that
define regions and
describe reasons that
regions change over
time.
"
"
INDICATOR
19. Interpret data to make
comparisons between and
among countries and regions
including:
a. Birth rates;
b. Death rates;
c. Infant mortality rates;
d. Education levels;
e. Per capita Gross Domestic
Product (GDP).
20. Explain how differing
points of view play a role in
conflicts over territory and
resources.
21. Explain how political and
economic conditions, resources,
geographic locations and
cultures have contributed to
cooperation and conflict.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
GEO
A
9.1
Lesson Ideas:
 The student will analyze different maps, charts, graphs and complete a written explanation.
 Research what role the US, international organization and the UN play in these.
Technology/Resources - http://www.un.org/
21st Century Skills: academic
GEO
A
9.2
Lesson Ideas:
 The students will each be assigned a different conflict in the world, research that conflict using the internet
and debate the issue.
Technology/Resources - http://www.un.org/
GEO
A
9.3
21st Century Skills: academic
Lesson Ideas:
 The student will be given a list of key resources. They must find out where each comes from, who uses them,
relationship that those countries have, and how the have dealt with each other in the past and future.
Technology/Resources - http://www.un.org/
Analyze geographic
changes brought about
by human activity
using appropriate maps
and other geographic
data.
22. Explain the causes and
consequences of urbanization
including economic
development, population
growth and environmental
change.
GEO
B
9.4
21st Century Skills: academic
Lesson Ideas:
 Students will analyze maps of the world population; list the most populated cities and list contributing
factors. Students will list the good and bad things that go along with large population. They will also create a
list of cities/countries that they think will be growing and explain why.
Analyze the patterns
and processes of
movement of people,
products and ideas.
23. Analyze the social, political,
economic and environmental
factors that have contributed to
human migration now and in
the past.
GEO
C
9.5
Technology/Resources - http://en.wikipedia.org/wiki/List_of_cities_by_population
21st Century Skills: creative thinking/academic
Lesson Ideas:
 Divide student into groups with each one being responsible for explaining human’s migration. Students will
create a time line looking at the different continents, the population migrations and present their findings to
the class.
Technology/Resources - http://en.wikipedia.org/wiki/List_of_cities_by_population
21st Century Skills: creative thinking/academic
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
169
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
ECONOMICS
Compare how different
economic systems
answer the
fundamental economic
questions of what
goods and services to
produce, how to
produce them, and
who will consume
them.
"
"
Explain how the U.S.
government provides
public services,
redistributes income,
regulates economic
activity, and promotes
economic growth and
stability.
INDICATOR
24. Describe costs and benefits
of trade with regard to:
a. Standard of living;
b. Productive capacity;
c. Usage of productive
resources;
d. Infrastructure.
E
A
9.1
25. Explain how changing
methods of production and a
country’s productive resources
affect how it answers the
fundamental economic
questions of what to produce,
how to produce, and for whom
to produce.
26. Analyze characteristics of
traditional, market, command
and mixed economies with
regard to:
a. Private property;
b. Freedom of enterprise;
c. Competition and consumer
choice;
d. The role of government.
27. Analyze the economic costs
and benefits of protectionism,
tariffs, quotas and blockades on
international trade.
E
A
9.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
Lesson Ideas:
 Students will compare and contrast the wealthiest and poorest nation in the world in regards to standard of
living, productive capacity, usage of productive resources and infrastructure. Students will create a plan for
how the lower countries could catch up the wealthiest using modern techniques and companies.
Technology/Resources - http://www.nationmaster.com/index.php
21st Century Skills: critical thinking
E
A
9.3
Lesson Ideas:
 The student will be assigned a group of traditional, market, command, or mixed economics. They will create
a list of the major characteristics. They must also develop a list of conditions needed for their system to
work.
Technology/Resources - http://www.economywatch.com/world_economy/
21st Century Skills: academic
E
B
9.4
Lesson Ideas:
 The students will role play a company owner and the economic costs and benefits of protectionism, tariffs,
quotas and blockades on international trade and their business. They will present this in a speech format
trying to convince classmates whether they should use any of these techniques.
Technology/Resources - http://www.britannica.com/eb/article-9061595/protectionism
21st Century Skills: creativity
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
170
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
GOVERNMENT
Analyze the
differences among
various forms of
government to
determine how power
is acquired and used.
"
INDICATOR
28. Explain how various
systems of governments
acquire, use and justify their
power.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
GV
T
B
9.1
Lesson Ideas:
 Students will list the major government types and where they are practiced today, using the internet for
research. They must explain power structures. The students will also look at timelines to give them
historical perspective of the country.
Technology/Resources - http://en.wikipedia.org/wiki/List_of_countries_by_system_of_government
21st Century Skills: critical thinking
29. Analyze the purposes,
structures and functions of
various systems of government
including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Analyze the
30. Analyze and evaluate the
differences among
influence of various forms of
various forms of
citizen action on public policy
government to
including:
determine how power
a. The French Revolution;
is acquired and used.
b. The international
movement to abolish the
slave trade and slavery;
c. The Russian Revolution;
d. The independence
movement in India;
e. The fall of communism in
Europe;
f. The end of apartheid.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GV
T
B
9.2
Lesson Ideas:
 Students will be assigned one of the system and deliver a persuasive speech highlighting the benefits of that
system. They must discuss where it is practiced today, where it was practiced in the past, and the
pluses/minuses of it. The class will vote at the end on which system they think is the best.
Technology/Resources - http://en.wikipedia.org/wiki/List_of_countries_by_system_of_government
21st Century Skills: critical thinking
CR
R
A
9.1
Lesson Ideas:
 The students will create a chart listing the major traits of the events and define the citizen involvement.
Technology/Resources - http://chnm.gmu.edu/revolution/ http://www.barnsdle.demon.co.uk/russ/rusrev.html
21st Century Skills: critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
171
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the
differences among
various forms of
government to
determine how power
is acquired and used.
(cont.)
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF
.
31. Describe and compare
opportunities for citizen
participation under different
systems of government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.
CR
R
A
9.2
32. Analyze how governments
and other groups have used
propaganda to influence public
opinion and behavior.
CR
R
A
9.3
Lesson Ideas:
 The students will create a Venn diagram for the systems of government. Students will develop a Citizenship
Handbook using procure software in which they will explain how a citizen can participate under each system.
Technology/Resources - http://en.wikipedia.org/wiki/List_of_countries_by_system_of_government
21st Century Skills: creativity/critical thinking
Lesson Ideas:
 The students will look at a number of different examples of propaganda and discuss why they were or
weren’t success. Students will create propaganda (poster, power point, letter, video, and etc) and share it with
the class.
Technology/Resources - http://www.quackwatch.com/01QuackeryRelatedTopics/propa.html http://www.teacheroz.com/WWIIpropaganda.htm
21st Century Skills: creativity/critical thinking
SOCIAL STUDIES SKILLS AND METHODS
Evaluate the reliability 33. Detect bias and propaganda
and credibility of
in primary and secondary
sources.
sources of information.
"
Evaluate the reliability
and credibility of
sources. (cont.)
SM
A
9.1
34. Evaluate the credibility of
sources for:
a. Logical fallacies;
b. Consistency of arguments;
c. Unstated assumptions;
d. Bias.
SM
A
9.2
35. Analyze the reliability of
sources for:
a. Accurate use of facts;
b. Adequate support of
statements;
c. Date of publication.
SM
A
9.3
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 The students will read a variety of primary and secondary sources. They will write a reflective summary on
the influence of the work.
Technology/Resources - http://www.quackwatch.com/01QuackeryRelatedTopics/propa.html
http://www.teacheroz.com/WWIIpropaganda.htm
21st Century Skills: creativity/critical thinking
Lesson Ideas:
 The students will read articles together and as a group, they will determine if based on logical fallacies;
consistency of arguments; unstated assumptions; bias. (using internet to check up on the writing)
Technology/Resources - http://www.cnn.com/
21st Century Skills: critical thinking/teamwork
Lesson Ideas:
 The students will be provided paragraphs, charts, graphs, (some being true and some being false) and, with
the use of internet, they will validate that the information given to them is true of false.
Technology/Resources - http://www.cnn.com/
21st Century Skills: critical thinking/teamwork
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
172
SOCIAL STUDIES
WORLD HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Use data and evidence
36. Develop and present a
to support or refute a
research project including:
thesis.
a. Collection of data;
b. Narrowing and refining the
topic;
c. Construction and support of
the thesis.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
REF
.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
SM
B
9.4
Lesson Ideas:
 The students will write a persuasive paper about WWII. They will be required to utilize at least five sources,
clearly defining one significant aspect of the war.
Technology/Resources - http://www.bbc.co.uk/history/worldwars/wwtwo/
21st Century Skills: self-motivation
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
173
UNITED STATES HISTORY
174
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain the social,
political and economic
effects of
industrialization.
"
INDICATOR
1. Explain the effects of
industrialization in the
United States in the 19th
century including:
a. Changes in work and
the workplace;
b. Immigration and child
labor and their impact
on the labor force;
c. Modernization of
agriculture;
d. Urbanization;
e. The emergence of a
middle class and its
impact on leisure, art,
music, literature and
other aspects of culture.
H
B
10.1
2. Analyze the impact of
industrialization and the
modern corporation in the
United States on economic
and political practices with
emphasis on:
a. Laissez-faire policies;
b. Monopolies;
c. Standard of living.
H
B
10.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will complete research on the working/social classes of the late 1800s. From the research create “A
Day in Your Life” story.
Technology/Resources – Textbook,
http://facstaff.bloomu.edu/mhickey/fall%202007%20west%20civ%20wk%207.htm
http://www.archaeolink.com/19th_century_american_industrial.htm
http://www.wsu.edu/~brians/hum_303/socialism.html
21st Century Skills - Work ethic/dependability: diligence and consistency, willingness to work hard
Critical Thinking: analyzing and evaluating situations
Time management skills: reducing wasted effort, focusing energy on what is important
Lesson Ideas:
 Students will analyze editorial cartoons on business, labor and the role of the government.
 They will role-play key players during industrialization. Students will have to state their opinion on such
issues as laissez-faire, monopolies and standard of living. They will also have to justify their opinion.
Technology/Resources – Textbook,
http://elections.harpweek.com/
http://www.harpweek.com/09Cartoon/SelectThemeReturn.asp?Theme=Theme&TopicID=125&Topic=Labor
21st Century Skills - Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Critical Thinking: analyzing and evaluating situations
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
175
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain the social,
political and economic
effects of
industrialization.
(cont.)
"
INDICATOR
3. Analyze the reasons for
the rise and growth of labor
organizations in the United
States (i.e., Knights of
Labor, American Federation
of Labor and Congress of
Industrial Organizations)
including:
a. Unregulated working
conditions;
b. Laissez-faire policies
toward big business;
c. Violence toward
supporters of organized
labor.
4. Explain the goals and
outcomes of the late 19th
and early 20th century
reform movements of
Populism and Progressivism
with emphasis on:
a. Urban reforms;
b. Conservation;
c. Business regulation and
antitrust legislation;
d. The movement for
public schooling;
e. The regulation of child
labor.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
B
10.3
Lesson Ideas:
 Students will describe the violent events that erupted during the Homestead Mill union strike in 1892 and
write a summary or complete a cause and effects chart of the strike. Students will then research what are the
current concerns of unions and compare and contrast it to those of the late 1800s.
 Students will complete a list of both pros and cons for a laissez-faire policy. Discussion to follow. Students
will also be given a current corporation and determine how it would be effected by a truly laissez-faire policy
to an economy with strict regulations.
Technology/Resources – Textbook,
http://ehistory.osu.edu/osu/mmh/PittsburghSurvey/Homestead/default.cfm
http://www.pbs.org/wgbh/amex/carnegie/sfeature/mh_letters.html
http://www.pbs.org/wgbh/amex/carnegie/sfeature/meet_andrews.html
http://loc.harpweek.com/LCPoliticalCartoons/IndexDisplayCartoonMedium.asp?SourceIndex=People&IndexTe
xt=Fisk%2C+James&UniqueID=33&Year=1870
http://www.pbs.org/wgbh/amex/1900/peopleevents/pande10.html
H
B
10.4
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Work ethic/dependability: diligence and consistency, willingness to work hard
Lesson Ideas:
 Students will create a web diagram about the platform of the Populist Party.
 Students will create a campaign slogan and banner for the Populist Party.
 Students will complete a metaphorical comparison of The Wizard of Oz and Populism.
 Students will role-play a campaign consultant for the Republican, Democrat or Populist Party during the 1896
election. Devise a strategy for your party to win the presidency.
 Students will read an excerpt from The Jungle and list the evidence that demonstrates a need for regulation.
Technology/Resources – Textbook, The Jungle,
http://www.gilderlehrman.org/teachers/module12/intro_pop1.html
http://projects.vassar.edu/1896/1896home.html
http://www.multied.com/elections/1896.html
http://www.uselectionatlas.org/RESULTS/national.php?f=0&year=1896
http://www.halcyon.com/piglet/Populism.htm
http://www.amphigory.com/oz.htm
21st Century Skills - Self-motivation/initiative: taking on new tasks without being directed by others
Academic/learning skills: willingness to continue learning
Creativity: finding solutions, being resourceful and inventive
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
176
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the reasons
that countries gained
control of territory
through imperialism
and the impact on
people living in the
territory that was
controlled.
INDICATOR
5. Trace the development of
the United States as a world
power with emphasis on:
a. The Spanish-American
War;
b. U.S. imperialism in the
Far East, South Pacific,
Caribbean and Central
America.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
C
10.5
Lesson Ideas:
 Students will have a classroom debate on the isolationist philosophy of the United States.
 Students will create a commemorative coin for the Monroe Doctrine.
 Students will categorize the overseas actions by the United States to become a world power. Determine
whether each action fell under the philosophy of the Monroe Doctrine and later Roosevelt Corollary.
Technology/Resources – Textbook,
http://www.loc.gov/rr/hispanic/1898/intro.html
http://www.mtholyoke.edu/acad/intrel/bryan.htm
http://www.annenbergclassroom.org/Downloads/LessonPlans/World%20Bully%20or%20World%20Leader.pdf
21st Century Skills - Creativity: finding solutions, being resourceful and inventive
Critical Thinking: analyzing and evaluating situations
Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Connect developments
related to World War I
with the onset of
World War II.
6. Trace the development of
the United States as a world
power with emphasis on:
a. The decision to enter
into World War I;
b. President Wilson’s
Fourteen Points;
c. The Treaty of
Versailles;
d. The decision of the
United States not to
participate in the
League of Nations.
H
D
10.6
Lesson Ideas:
 Students will create a decision tree on whether the U.S. should enter WWI.
 Students will label a map of the Allied Powers, Central Powers and neutral nations during WWI.
 Have students write a speech from the perspective of a peace advocate in 1938. The speech will assess the
impact of post-World War I economic, social and political events on the prospects for continued peace.
 Students will debate whether the U.S. should have entered into the League of Nations.
 Students will analyze editorial cartoons on Wilson’s 14 Points and the Treaty of Versailles.
Technology/Resources – Textbook,
www.worldwar1.com
http://www.ourdocuments.gov/doc.php?flash=true&doc=62
http://library.thinkquest.org/CR0215466/treaty_of_versailles.htm
http://memory.loc.gov/cgibin/query/S?ammem/nfor:@field(SOURCE%20@od1(Lodge,%20Henry%20Cabot,%201850-1924))
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
Critical Thinking: analyzing and evaluating situations
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
177
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Connect developments
related to World War I
with the onset of
World War II. (cont.)
Analyze connections
between World War II,
the Cold War and
contemporary
conflicts.
INDICATOR
7. Analyze the impact of
U.S. participation in World
War II, with emphasis on
the change from
isolationism to international
involvement including the
reaction to the attack on
Pearl Harbor.
8. Explain how the Cold
War and related conflicts
influenced U.S. foreign
policy after 1945 with
emphasis on:
a. The Marshall Plan;
b. Communist
containment, including
the Truman Doctrine,
Berlin Blockade and
Cuban Missile Crisis;
c. The Korean War and
the Vietnam War.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
D
10.7
Lesson Ideas:
 Students will create a series of slogans that describe the political stance of the United States both before and
after Pearl Harbor.
 Students will list the reasons and actions the U.S. took to remain neutral and in a second column list the acts
and actions that pulled America into WWII.
 Students will label a map of the major battles the U.S. was in and label it with the date and victor. Complete a
summary afterwards.
Technology/Resources – Textbook,
http://www.history.navy.mil/photos/events/wwii-pac/pearlhbr/pearlhbr.htm
http://www.history.navy.mil/branches/teach/pearl/infamy/infamy6.htm
http://www.authentichistory.com/ww2/news/19411207-8.html
http://www.whitehousehistory.org/04/subs/04_b_1941.html
http://www.goforbroke.org/learning/learning_teachers_lesson_world.asp
H
E
10.8
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Creativity: finding solutions, being resourceful and inventive
Lesson Ideas:
 Students will create a list of questions for significant people during the Cold War. Students will then roleplay these people to write the answers.
 Students will identify the problems created by the Cold War both internationally and domestically.
 Students will identify, define and rank the events of the Cold War from those that brought us closest to
nuclear war to those that helped the situation thaw out.
 Students will create a cause and effect table of the major events of the Vietnam War.
Technology/Resources – Textbook,
http://library.thinkquest.org/11046/days/bay_of_pigs.html
http://www.historyplace.com/unitedstates/vietnam/index.html
http://www.dailysoft.com/berlinwall/index.html
http://www.pbs.org/wgbh/amex/vietnam/index.html
http://library.thinkquest.org/11046/media/fourteen_days_in_october.pdf
http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/onepeople.htm
http://www.npg.si.edu/exh/marshall/marsh2.htm
http://www.trumanlibrary.org/teacher/doctrine.htm
http://www.historyworksohio.org/classroom/plan-moesc.cfm?id=3
21st Century Skills - Problem-solving skills: systematically identifying and tackling problems
Critical Thinking: analyzing and evaluating situations
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
178
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify major
historical patterns in
the domestic affairs of
the United States
during the 20th century
and explain their
significance.
"
INDICATOR
9. Analyze the major
political, economic and
social developments of the
1920s including:
a. The Red Scare;
b. Women’s right to vote;
c. African-American
migrations from the
South to the North;
d. Immigration
restrictions, nativism,
race riots and the
reemergence of the Ku
Klux Klan;
e. The Roaring Twenties
and the Harlem
Renaissance;
f. Stock market
speculation and the
stock market crash of
1929.
10. Analyze the causes and
consequences of major
political, economic and
social developments of the
1930s with emphasis on:
a. The Great Depression;
b. The Dust Bowl;
c. The New Deal.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
F
10.9
Lesson Ideas:
 Students will complete a critical-thinking group discussion on what caused the Great Depression.
 Students will compare and contrast immigration restrictions, nativism, race riots and the reemergence of the
Ku Klux Klan with the current state of immigration and race relations.
 Students will compare and contrast Prohibition to the current “War on Drugs” by the U.S. Government.
Technology/Resources – Textbook,
http://omp.ohiolink.edu/OMP/YourScrapbook?scrapid=18065
http://www.lawlessdecade.net/20.htm
http://artsedge.kennedy-center.org/exploring/harlem/facesmain_text.html
http://marketplace.publicradio.org/features/crash_1929/index.html
http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html
http://www.coe.unt.edu/TeacherTools/webquests/mccarthyism/mccarthyism.htm
http://www.edsitement.neh.gov/view_lesson_plan.asp?id=438
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Multicultural skills: appreciating differences in the customs and beliefs of others
Teamwork/collaboration: working in a group to accomplish goals
H
F
10.10
Lesson Ideas:
 Students will make a chart listing examples of F.D.R.’s relief recovery and reform plans, which also list the
problems they attempted to solve.
 Students will create similes of how sick the American nation was in the 1930s.
 Students will evaluate the reform programs of the New Deal to determine whether they have had an overall
positive or negative effect on our country.
Technology/Resources – Textbook,
http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793-53511--,00.html
http://www.slideshare.net/ccarter333/fdrs-new-deal/
http://www.slideshare.net/ccarter333/opposition-to-the-new-deal
http://memory.loc.gov/ammem/ndlpedu/lessons/97/depress/lesson2.html
http://www.econedlink.org/lessons/index.cfm?lesson=EM558
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Creativity: finding solutions, being resourceful and inventive
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
179
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify major
historical patterns in
the domestic affairs of
the United States
during the 20th century
and explain their
significance. (cont.)
"
"
INDICATOR
11. Analyze the impact of
U.S. participation in World
War II with emphasis on:
a. Events on the home
front to support the war
effort, including
industrial mobilization,
women and minorities
in the workforce;
b. The internment of
Japanese-Americans.
H
F
10.11
12. Explain major domestic
developments after 1945
with emphasis on:
a. Postwar prosperity in
the United States;
b. McCarthyism;
c. The space race;
d. Immigration patterns.
H
F
10.12
13. Trace social unrest,
protest and change in the
United States including:
a. Antiwar protest during
the Vietnam War;
b. The counterculture
movement;
c. The women’s liberation
movement.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will analyze posters created by the Government for the war effort. Identify the underlying motives
and themes in them.
 Students will debate whether reparations are necessary for the Japanese-Americans interned during World
War II.
Technology/Resources – Textbook,
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=62
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=76
http://www.archives.gov/education/lessons/japanese-relocation/
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Lesson Ideas:
 Students will chart the programs that were implemented or resisted by the presidents of the 1950s, 1960s and
1970s. Students should also state how effectively each president represented the political party with which he
was affiliated.
Technology/Resources – Textbook,
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=103
http://www.archives.gov/education/lessons/mccarthy-telegram/
http://www.archives.gov/education/lessons/sputnik-memo/
H
F
10.13
21st Century Skills - Time management skills: reducing wasted effort, focusing energy on what is important
Organizational skills: managing tasks, efficiency, timeliness, and productivity
Lesson Ideas:
 Students will make inferences as to the characteristics of those that participated in past protest movements.
Complete a profile of a protestor.
 Students will determine which protest movement in our history that you would have wanted to participate in.
In an essay share your thoughts on why you chose that movement over two other movements.
Technology/Resources – Textbook,
http://omp.ohiolink.edu/OMP/NewDetails?oid=3621707
http://www.brownielocks.com/sixtieswarsongs.html
http://www.pbs.org/independentlens/sistersof77/movement.html
21st Century Skills - Work ethic/dependability: diligence and consistency, willingness to work hard
Multicultural skills: appreciating differences in the customs and beliefs of others
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
180
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify major
historical patterns in
the domestic affairs of
the United States
during the 20th century
and explain their
significance. (cont.)
INDICATOR
14. Analyze the origins,
major developments,
controversies and
consequences of the civil
rights movement with
emphasis on:
a. Brown v. Board of
Education;
b. Changes in goals and
tactics of leading civil
rights advocates and
organizations;
c. The linkages between
the civil rights
movement and
movements to gain
justice for other
minority groups.
PEOPLE IN SOCIETIES
Analyze the influence
15. Describe how the
of different cultural
perspectives of cultural
perspectives on the
groups helped to create
actions of groups.
political action groups such
as:
a. The National
Association for the
Advancement of
Colored People
(NAACP);
b. National Organization
for Women (NOW);
c. American Indian
Movement (AIM);
d. United Farm Workers.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
F
10.14
Lesson Ideas:
 Students will analyze data of average annual earnings of different minority groups. Lesson: Trace the
changes to the various civil rights movements.
 Students will analyze data of the percentage of high school and college graduates for different minority
groups. Determine what events had a significant impact on the changes in graduation rates.
Technology/Resources – Textbook,
http://www.historyworksohio.org/classroom/activity.cfm?id=48
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=8
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=26
http://www.archives.gov/education/lessons/brown-v-board/
21st Century Skills - Problem-solving skills: systematically identifying and tackling problems
Critical Thinking: analyzing and evaluating situations
PS
A
10.1
Lesson Ideas:
 Students will compare and contrast political action groups related to culture groups by doing an activity such
as a Venn diagram.
Technology/Resources – Textbook,
http://www.ufw.org/_page.php?menu=research&inc=research_history.html
http://www.hartford-hwp.com/archives/45a/267.html
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S02_BA_L10_I01_01.pdf
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
181
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Analyze the influence
of different cultural
perspectives on the
actions of groups.
(cont.)
16. Analyze the perspectives
that are evident in AfricanAmerican, American Indian
and Latino art, music,
literature and media and
how these contributions
reflect and shape culture in
the United States.
PS
A
10.2
Analyze the
consequences of
oppression,
discrimination and
conflict between
cultures.
17. Explain how Jim Crow
laws legalized
discrimination based on
race.
PS
B
10.3
18. Analyze the struggle for
racial and gender equality
and its impact on the
changing status of
minorities since the late 19th
century.
PS
B
10.4
19. Explain the effects of
immigration on society in
the United States:
a. Housing patterns;
b. Political affiliation;
c. Education system;
d. Language;
e. Labor practices;
f. Religion.
PS
C
10.5
"
Analyze the ways that
contacts between
people of different
cultures result in
exchanges of cultural
practices.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Through research student will list how our daily lives have incorporated perspectives from different cultures.
From this research make predictions on what further changes we will embrace in the future.
Technology/Resources – Textbook,
http://www.liunet.edu/cwis/cwp/library/aavaahp.htm
http://www.pbs.org/jazz/index.htm
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
Problem-solving skills: systematically identifying and tackling problems
Lesson Ideas:
 Students will make a detailed list of how the daily life of an African American was impacted by Jim Crow
laws. Determine how that would affect one’s feelings, outlook on life and relationship with his/her country.
Technology/Resources – Textbook,
http://www.jimcrowhistory.org/
http://www.pbs.org/wnet/jimcrow/maps.html
http://www.ferris.edu/news/jimcrow/what.htm
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
Teamwork/collaboration: working in a group to accomplish goals
Lesson Ideas:
 Students will compare the salary differences between genders and races. Determine what effects this has on
these groups. Research 5 major corporations and categorize the top-level management into a racial and
gender bar graph. Make inferences from this data.
Technology/Resources – Textbook,
http://www.diversityatwork.com.au/node/394
http://www.springerlink.com/content/q257r003194h7565/
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
Organizational skills: managing tasks, efficiency, timeliness, and productivity
Lesson Ideas:
 Through research of current trends, students will predict where the United States society will be in the distant
future due to the effects of immigration.
Technology/Resources – Textbook,
http://www.washingtonpost.com/wp-srv/national/longterm/meltingpot/meltingpot.htm
http://www.mla.org/map_main
http://score.rims.k12.ca.us/activity/immigration/
21st Century Skills - Self-motivation/initiative: taking on new tasks without being directed by others
Critical Thinking: analyzing and evaluating situations
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
182
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
GEOGRAPHY
Analyze the cultural,
physical, economic
and political
characteristics that
define regions and
describe reasons that
regions change over
time.
Analyze geographic
changes brought about
by human activity
using appropriate maps
and other geographic
data.
Analyze the patterns
and processes of
movement of people,
products and ideas.
INDICATOR
20. Explain how perceptions
and characteristics of
geographic regions in the
United States have changed
over time including:
a. Urban areas;
b. Wilderness;
c. Farmland;
d. Centers of industry and
technology.
GEO
A
10.1
21. Describe how changes
in technology,
transportation and
communication affect the
location and patterns of
economic activities and use
of productive resources.
GEO
B
10.2
22. Analyze the geographic
processes that contributed to
changes in American
society including:
a. Industrialization and
post-industrialization;
b. Urbanization and
suburbanization;
c. Immigration.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will analyze demographic data and distinguish countries based on demographic differences between
them. They will develop and test hypotheses about the sources of demographic differences. They will
compare information they find on the United States and other countries that vary from industrialized to third
world.
Technology/Resources – Textbook,
http://www.nationalgeographic.com/xpeditions/lessons/10/g912/region.html
http://www.nationalgeographic.com/xpeditions/lessons/04/g912/place.html
http://www.pbs.org/johngardner/chapters/5b.html
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Teamwork/collaboration: working in a group to accomplish goals
Lesson Ideas:
 Students will read Wired, Zapped, and Beamed, 1960's through 1980's and Digitally Networked, 1990's
Through Today, articles on the history of television and how it evolved due to technological improvements
such as satellites. Students will then make predictions on what the future holds for television and how that
will impact the economy and their lives.
Technology/Resources – Textbook,
Wired, Zapped, and Beamed, 1960's through 1980's and Digitally Networked, and 1990's Through Today,
http://www.dallasfed.org/research/pubs/agtech.html
http://www.cnn.com/SPECIALS/cold.war/experience/technology/
GEO
C
10.3
21st Century Skills - Academic/learning skills: willingness to continue learning
Critical Thinking: analyzing and evaluating situations
Lesson Ideas:
 Students will make inferences from maps that show the:
a) Population of cities before, during and after industrialization.
b) Population of cities and outlying areas before and after suburbanization.
 Students will make inferences from charts that show the flow of immigrants to the United States.
Technology/Resources – Textbook,
http://www.migrationinformation.org/datahub/maps.cfm
http://www.pbs.org/perilousfight/home_front/americans_on_the_move/
http://www.inmotionaame.org/migrations/landing.cfm;jsessionid=f830521611182349067638?migration=9&bhc
p=1
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
183
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
ECONOMICS
Compare how different
economic systems
answer the
fundamental economic
questions of what
goods and services to
produce, how to
produce them, and
who will consume
them.
INDICATOR
23. Evaluate the effects of
specialization, trade and
interdependence on the
economic system of the
United States.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
A
10.1
Lesson Ideas:
 Students will analyze images and statistics to determine the impact of resources upon a world region's
standard of living.
 Students will complete the reading charting the trade routes of the future: towards a borderless economy.
Students will restate the article in an outline form. Afterwards, students will make inferences on how they
will be personally impacted by the changing economics of the future including globalization.
Technology/Resources – Textbook, “Charting the trade routes of the future: towards a borderless economy”,
http://sorrel.humboldt.edu/~economic/econ104/protect/
http://news.bbc.co.uk/2/hi/business/6279679.stm
http://www.wto.org/English/news_e/pres97_e/pr77_e.htm
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Problem-solving skills: systematically identifying and tackling problems
"
24. Analyze the
development and impacts of
labor unions, farm
organizations and business
organizations on the U.S.
economy.
E
A
10.2
Lesson Ideas:
 Students will explore the two different types of franchises, analyze the pros and cons between starting a
franchise business verses a privately owned business and will apply what they have learned by selecting an
American franchise they think would be an appropriate new business they might start in your local
community.
 Students will view The Fight in the Fields, the story of Cesar Chavez and the farmworkers’ struggles.
Students will compare this movement and leader to determine how his actions rank compared to such notable
figures as Dr. King and Gandhi.
Technology/Resources – Textbook, http://www.pbs.org/itvs/fightfields/
Video - The Fight in the Fields, http://usinfo.state.gov/products/pubs/histryotln/reform.htm
21st Century Skills - Multicultural skills: appreciating differences in the customs and beliefs of others
Critical Thinking: analyzing and evaluating situations
Explain how the U.S.
government provides
public services,
redistributes income,
regulates economic
activity, and promotes
economic growth and
stability.
25. Demonstrate how U.S.
governmental policies,
including taxes, antitrust
legislation and
environmental regulations
affect individuals and
businesses.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
E
B
10.3
Lesson Ideas:
 Students will complete a cause an effect table on government actions that impacted the economy: (examples Sherman Antitrust Act, Clayton Antitrust Act, The Clean Air Act)
Technology/Resources – Textbook,
http://usinfo.state.gov/products/pubs/oecon/chap2.htm
http://www.oag.state.ny.us/business/antitrust.html
21st Century Skills - Teamwork/collaboration: working in a group to accomplish goals
Critical Thinking: analyzing and evaluating situations
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
184
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how the U.S.
government provides
public services,
redistributes income,
regulates economic
activity, and promotes
economic growth and
stability. (cont.)
"
GOVERNMENT
Analyze the evolution
of the Constitution
through postReconstruction
amendments and
Supreme Court
decisions.
"
INDICATOR
26. Explain the reasons for
the creation of the Federal
Reserve System and its
importance to the economy.
E
B
10.4
27. Analyze the impact of
the Great Depression and
World War II on the
economy of the United
States and the resulting
expansion of the role of the
federal government.
E
B
10.5
28. Examine the U.S.
Constitution as a living
document by analyzing its
evolution through
amendments and Supreme
Court decisions including:
a. Plessy v. Ferguson;
b. Brown v. Board of
Education;
c. Regents of the University
of California v. Bakke.
GVT
A
10.1
29. Explain why the 19th and
26th Amendments were
enacted and how they
affected individuals and
groups.
GVT
A
10.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will perform an Internet search on the current actions of the Federal Reserve.
Technology/Resources - http://stlouisfed.org/publications/pleng/default.html
http://www.federalreserve.gov/pubs/frseries/frseri3.htm
http://www.federalreserveeducation.org/fed101/structure/
21st Century Skills - Time management skills: reducing wasted effort, focusing energy on what is important
Self-motivation/initiative: taking on new tasks without being directed by others
Lesson Ideas:
 Students will debate whether the New Deal or World War II had a greater impact on getting the United States
out of the Great Depression.
Technology/Resources – Textbook,
http://www.digitalhistory.uh.edu/historyonline/us34.cfm
http://www.livinghistoryfarm.org/farminginthe40s/money_11.html
http://www.colorado.edu/AmStudies/lewis/west/depresstime.pdf
21st Century Skills - Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Critical Thinking: analyzing and evaluating situations
Lesson Ideas:
 Students will analyze the readings Federalist #78 and Anti-Federalist #78 and restate in your own words to
understand the initial thoughts on our judicial branch.
 Students will Pick a court case (or amendment) and discuss its history, trace its evolution, and tie it to current
events of today.
Technology/Resources - Textbook ,
http://www.infoplease.com/ipa/A0101289.html
http://www.constitution.org/ussc/usscdeci.htm
21st Century Skills - Problem-solving skills: systematically identifying and tackling problems
Critical Thinking: analyzing and evaluating situations
Lesson Ideas:
 Students will make a list of the opportunities and changes one can have due to gaining suffrage.
 Students will complete a cause and effect table on the 19th and 26th Amendments.
Technology/Resources – Textbook,
http://www.pbs.org/stantonanthony/
http://hti.osu.edu/opper/display.cfm?id=16
21st Century Skills - Creativity: finding solutions, being resourceful and inventive
Problem-solving skills: systematically identifying and tackling problems
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
185
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Analyze the
30. Describe the ways in
CRR
differences among
which government policy
A
various forms of
has been shaped and set by
10.1
government to
the influence of political
determine how power
parties, interest groups,
is acquired and used.
lobbyists, the media and
public opinion with
emphasis on:
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental
legislation;
f. Business regulation;
g. Educational policy.
"
31. Explain how civil
disobedience differs from
other forms of dissent and
evaluate its application and
consequences including:
a. Women’s suffrage
movement of the late
1800s;
b. Civil rights movement
of the 1960s;
c. Student protests during
the Vietnam War.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
A
10.2
Lesson Ideas:
 Students will research how a part of our society has changed due to the efforts of interest groups, political
parties, media and public opinion. A prediction of the future status of the selected part of society will also be
completed.
Technology/Resources – Textbook,
http://ehistory.osu.edu/osu/mmh/ohiodry/brdsds.cfm
http://www.historyworksohio.org/HWII/classroom/activity.cfm?id=47
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/unions/unions.html
http://www.spartacus.schoolnet.co.uk/USAhuac.htm
http://people.virginia.edu/~abw3j/345gc/Home.html
21st Century Skills - Academic/learning skills: willingness to continue learning
Time management skills: reducing wasted effort, focusing energy on what is important
Lesson Ideas:
 Students will write a how-to manual on civil disobedience using the methods from our past.
Technology/Resources – Textbook,
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S06_BA_L10_I02_01.pdf
http://www.infoplease.com/spot/civilrightstimeline1.html
http://www.digitalhistory.uh.edu/learning_history/vietnam/vietnam_music.cfm
http://content.lib.washington.edu/protestsweb/index.html
21st Century Skills - Leadership skills: taking responsibility and guiding others
Work ethic/dependability: diligence and consistency, willingness to work hard
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
186
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how
individual rights are
relative, not absolute,
and describe the
balance between
individual rights, the
rights of others, and
the common good.
"
REF.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
32. Explain the
considerations and criteria
commonly used in
determining what limits
should be placed on specific
rights including:
a. Clear and present
danger;
b. Compelling
government interest;
c. National security;
d. Libel or slander;
e. Public safety;
f. Equal opportunity
CRR
B
10.3
Lesson Ideas:
 Have students respond to what the government should do in hypothetical situations regarding different rights.
Students will also compose their own situations for fellow classmates to appraise.
33. Analyze instances in
which the rights of
individuals were restricted
including:
a. Conscientious objectors
in World War I;
b. Immigrants during the
Red Scare;
c. Intellectuals and artists
during the McCarthy
Era;
d. African-Americans
during the civil rights
movement.
CRR
B
10.4
INDICATOR
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Technology/Resources http://www.law.washington.edu/streetlaw/lessons/Tort%20Hypotheticals%20and%20Answers.pdf
http://www.infoplease.com/ce6/society/A0829656.html
21st Century Skills - Interpersonal skills: cooperation, bringing people together, listening, encouraging others
Creativity: finding solutions, being resourceful and inventive
Lesson Ideas:
 Students will compare and contrast the Patriot Act and actions done on the home front by the government
during the wars in Afghanistan and Iraq to the restriction of rights done during the Red Scare, World War I
and the civil rights movement.
Technology/Resources – Textbook,
http://www.crf-usa.org/bria/bria19_4a.htm
http://www.pbs.org/wnet/americanmasters/database/mccarthyism.html
http://www.quotationspage.com/special.php3?file=w971123
21st Century Skills - Self-motivation/initiative: taking on new tasks without being directed by others
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
187
SOCIAL STUDIES
UNITED STATES HISTORY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
SOCIAL STUDIES SKILLS AND METHODS
Evaluate the reliability 34. Determine the
and credibility of
credibility of sources by
sources.
considering the following:
a. The qualifications and
reputation of the writer;
b. Agreement with other
credible sources;
c. Recognition of
stereotypes;
d. Accuracy and
consistency of sources;
e. The circumstances in
which the author
prepared the source.
"
35. Critique evidence used
to support a thesis.
Use data and evidence
to support or refute a
thesis.
36. Analyze one or more
issues and present a
persuasive argument to
defend a position.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
A
10.1
Lesson Ideas:
 Students will give an oral report on a current issue. They will utilize information they find at opposing
interest groups. They will determine the credibility, bias and accuracy of each side’s information.
Technology/Resources - http://www.multcolib.org/homework/sochc.html
http://www.sdst.org/shs/library/issues.html
www.procon.org
21st Century Skills - Time management skills: reducing wasted effort, focusing energy on what is important
Self-motivation/initiative: taking on new tasks without being directed by others
SM
A
10.2
SM
B
10.3
Technology/Resources - http://www.chesapeake.edu/asc/writing/CritiqueHandout.pdf
21st Century Skills - Critical Thinking: analyzing and evaluating situations
Lesson Ideas:
 Students will research a current issue and develop a persuasive argument. They will have to defend their
position against another classmate.
Technology/Resources - http://projects.edtech.sandi.net/staffdev/tpss99/processguides/persuasive.html
http://www.multcolib.org/homework/sochc.html
http://www.sdst.org/shs/library/issues.html
www.procon.org
21st Century Skills - Time management skills: reducing wasted effort, focusing energy on what is important
Self-motivation/initiative: taking on new tasks without being directed by others
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
188
UNITED STATES GOVERNMENT
189
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain patterns of
historical continuity
and change by
challenging arguments
of historical
inevitability.
Use historical
interpretations to
explain current issues.
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
1. Challenge arguments of
historical inevitability by
giving examples of how
different choices could have
led to different
consequences (e.g., choices
made during the Civil War,
choices relating to
immigration policy, or
choices made during the
Cuban Missile Crisis).
H
A
12.1
2. Analyze primary source
material to see if a historical
interpretation is supported.
H
B
12.2
Lesson Ideas:
 Students will research relevant events such as Watergate, the Cuban Missile Crisis, the use of atomic weapons,
Plessy v. Ferguson, etc. and examine how history has been affected by the choices made regarding them.
Resources and Technology: http://america.eb.com/, class textbook,
http://auth.grolier.com/login/go_login_page.html
21st Century Skills: Critical thinking and Problem Solving skills, Information Literacy
Lesson Ideas:
 Students will obtain primary sources such as editorials, policy statements, legal documents, newspaper reports,
and editorial cartoons. These primary sources are analyzed for a close-up look at the past and a connection with
current issues.
Resources and Technology: http://ars.sirs.com/denied?sks.sirs.com/cgi-bin/hst-portal-res%3Fid=SOH1360-09999, http://cagle.msnbc.com/politicalcartoons/
21st Century Skills: Information Literacy, Critical thinking and Problem-solving skills
"
3. Analyze cause-and-effect
relationships and multiple
causation including the
influence of ideas, the role
of chance and individual
and collective action.
H
B
12.3
Lesson Ideas:
 Students will take the position of a Senator who must vote on a foreign aid bill and write a speech supporting or
opposing foreign aid. They should consider the benefits and drawbacks of providing aid and the public opinion
on foreign aid.
Resources and Technology: http://voinovich.senate.gov/public/index.cfm?FuseAction=Contact.ContactForm ,
http://brown.senate.gov/contact/
21st Century Skills: Critical thinking and Problem-solving skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
190
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
PEOPLE IN SOCIETIES
Analyze how issues
4. Identify the perspectives
may be viewed
of diverse cultural groups
differently by various
when analyzing current
cultural groups.
issues.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
A
12.1
Lesson Ideas:
 Students will select an issue in the upcoming presidential election (or in an off-election year, choose an issue
that was stressed during the election and look at the present day impact) and research how it impacts diverse
cultural groups. Issues could be the economy, the war in Iraq, the rising cost of health care, to name a few.
 Students will write an essay on: Do you favor increasing or decreasing the number of immigrants allowed into
the U.S.? Consider the benefits and challenges of diversity.
Resources and Technology:
http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=chag15532
21st Century Skills: Information Literacy, Critical thinking and Problem-solving skills, Multicultural skills
"
5. Analyze proposed
solutions to current issues
from the perspectives of
diverse cultural groups.
PS
A
12.2
Lesson Ideas:
 Students will create a chart that illustrates how diverse cultural groups feel about candidates’ statements on
current issues.
Resources and Technology: http://www.gallup.com/poll/8776/Blacks-Hispanics-Eye-Run-White-House.aspx ,
http://www.asianamericansforobama.com/home/2007/01/index.html , http://politics.nytimes.com/electionguide/2008/issues/abortion/index.html
21st Century Skills: Teamwork/collaboration, Information Literacy, Creativity, Multicultural skills
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
6. Analyze ways countries
and organizations respond
to conflicts between forces
of unity and forces of
diversity (e.g., English
only/bilingual education,
theocracies/religious
freedom, immigration
quotas/open immigration
policy, single-sex
schools/coeducation).
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
B
12.3
Lesson Ideas:
 Students will research and debate the pros and cons of specific ways organizations and countries have
responded to conflicts between forces of unity and forces of diversity.
 Students will examine and discuss laws and court cases that have impacted diverse groups in the United States.
Resources and Technology:
http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=chag15532 ,
http://www.orphansofrwanda.org/ , http://www.darfurgenocide.org/
21st Century Skills: Information Literacy, Multicultural skills, Critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
191
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
(cont.)
7. Evaluate the effectiveness
of international
governmental organizations
(e.g. United Nations,
European Union, World
Court and Organization of
American States),
multinational corporations,
and nongovernmental
organizations (Amnesty
International, Red Cross and
World Council of Churches)
in the global arena.
PS
B
12.4
Explain the role of
diverse cultural
institutions in shaping
American society.
8. Evaluate the role of
institutions in guiding,
transmitting, preserving and
changing culture.
PS
C
12.5
Lesson Ideas:
 Students will research and debate the pros and cons of specific ways organizations and countries have
responded to conflicts between forces of unity and forces of diversity.
 Students will participate in the Model United Nations Program.
Resources and Technology: http://web.ebscohost.com/src/results?vid=3&hid=15&sid=98e91947-e330-4058b0eb-f03f142a2e61%40sessionmgr103 , http://www.un.org/cyberschoolbus/modelun/index.asp
21st Century Skills: Information Literacy, Multicultural skills, Critical thinking
Lesson Ideas:
 Students will discuss how political campaigns target diverse cultural groups and institutions.
Resources and Technology: http://www.gallup.com/poll/8776/Blacks-Hispanics-Eye-Run-White-House.aspx ,
http://www.asianamericansforobama.com/home/2007/01/index.html , http://politics.nytimes.com/electionguide/2008/issues/abortion/index.html
21st Century Skills: Critical thinking, Interpersonal skills, Multicultural skills
GEOGRAPHY
Explain how the
character and meaning
of a place reflect a
society’s economics,
politics, social values,
ideology and culture.
9. Explain how people
create places that reflect
culture, human needs,
government policy, current
values and ideals as they
design and build specialized
buildings, neighborhoods,
shopping centers, urban
centers and industrial parks.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GEO
A
12.1
Lesson Ideas:
 Students will investigate ways local governments promote the public good.
Resources and Technology: Chagrin Valley Times, Chagrin Sun Newspaper, News Herald, Plain Dealer
21st Century Skills: Critical thinking, Academic/learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
192
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate the
consequences of
geographic and
environmental
changes resulting
from governmental
policies and human
modifications to the
physical environment.
"
Use appropriate data
sources and
geographic tools to
analyze and evaluate
public policies.
ECONOMICS
Analyze how scarcity
of productive
resources affects
supply, demand,
inflation and
economic choices.
INDICATOR
10. Describe the intended
and unintended effects of
human modifications to the
physical environment and
weigh the costs and benefits
of alternative approaches to
addressing environmental
concerns (e.g., alternative
sources of energy, mass
transportation systems, or
farmland and wetland
preservation).
11. Analyze policies and
programs for natural
resource use and
management considering
possible trade-offs between
environmental quality and
economic growth.
GEO
B
12.2
12. Use appropriate data
sources and tools to gather,
manipulate, interpret and
communicate geographic
information related to
civic/global issues.
GEO
C
12.4
13. Compare how values
and beliefs influence
economic decisions in
different communities.
E
A
12.1
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will view Al Gore receiving the Nobel Prize for his work on raising awareness to Global Warming.
Resources and Technology: http://www.greenpeace.org/usa/ ,
http://en.wikipedia.org/wiki/List_of_environmental_organizations
21st Century Skills: Critical thinking
GEO
B
12.3
Lesson Ideas:
 Students will evaluate an elected officials decision to support an issue because of personal beliefs or because of
the voice of his/her constituents.
Resources and Technology: http://www.ontheissues.org/default.htm , http://www.2decide.com/table.htm ,
http://www.ontheissues.org/Senate/Senate.htm
21st Century Skills: Problem-solving skills, Critical thinking
Lesson Ideas:
 Students will identify those individuals or groups that provide information to elected officials (White House
Staffers, interest groups, and government agencies).
Resources and Technology: http://www.whitehouse.gov/government/off-descrp.html , http://www.house.gov/
21st Century Skills: Academic/learning skills, Information Literacy
Lesson Ideas:
 Students will analyze examples of why different communities make the economic decisions they make i.e.
building a shopping mall, giving tax abatements, preserving a small town atmosphere.
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
193
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how
voluntary worldwide
trade, specialization
and interdependence
among countries
affect standards of
living and economic
growth.
Analyze the role of
fiscal and regulatory
policies in a mixed
economy.
"
GOVERNMENT
Evaluate, take and
defend positions about
issues concerning the
alignment of the
characteristics of
American democracy
with realities in the
United States today.
INDICATOR
14. Identify reasons for and
the impacts of multinational
economic organizations:
a. Organization of the
Petroleum Exporting
Countries (OPEC);
b. European Monetary
Union;
c. North American Free
Trade Agreement
(NAFTA);
d. World Trade
Organization (WTO);
e. World Bank.
15. Analyze economic
policy decisions made by
governments that have
resulted in intended and
unintended consequences.
E
C
12.5
16. Identify public policies
that may cost more than the
benefits they generate,
assess who enjoys the
benefits, who bears the cost
and explain why the policies
exist.
E
D
12.7
17. Identify and analyze an
issue related to domestic or
foreign policy in the United
States (e.g., human rights,
intervention in conflicts
between other countries, or
health care).
GVT
A
12.1
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will discuss how international trade promotes healthy economies.
Resources and Technology: http://planning.co.cuyahoga.oh.us/blog/labels/Chagrin%20Falls.html ,
http://www.city.cleveland.oh.us/government/departments/commdev/cdneigdev/cdndtaxabatement.html
21st Century Skills: Critical thinking, Multicultural skills, Problem-solving skills
E
D
12.6
Lesson Ideas:
 Students will examine economic policy, laws and policies identifying consequences.
Resources and Technology: http://my.econedlink.org/cyberteach/ , http://www.treas.gov/offices/economicpolicy/
21st Century Skills: Critical thinking, Academic/learning skills
Lesson Ideas:
 Students will evaluate the government practice of “pork-barrel spending”.
 Students will share “interest group” specific issues.
 Students will discuss environmental government policies.
Resources and Technology: http://www.cagw.org/site/PageServer?pagename=policy_Pork_Barrel_Spending ,
http://www.csuchico.edu/~kfountain/
21st Century Skills: Critical thinking, Teamwork/collaboration, Academic/learning skills
Lesson Ideas:
 Students will complete a researched debate, or research paper on a topic mutually agreed upon between teacher
and student. APA style format will be used for title page, abstract, citations and bibliography page. Students are
also required to use turnitin.com with this assignment.
Resources and Technology: http://www.turnitin.com/static/home.html , Writers Inc.
21st Century Skills: Information Literacy, Creativity, Academic/learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
194
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate, take and
defend positions about
issues concerning the
alignment of the
characteristics of
American democracy
with realities in the
United States today.
(cont.)
Explain how the U.S.
Constitution has
evolved including its
philosophical
foundations,
amendments and court
interpretations.
Analyze how citizens
participate in the
election process in the
United States.
INDICATOR
18. Explain how individuals
and groups, both
governmental and nongovernmental, influence
domestic and foreign policy
and evaluate how these
actions reflect
characteristics of American
democracy.
19. Explain the key
arguments made for and
against the ratification of the
Constitution and illustrate
how those arguments
influence contemporary
political debate.
20. Identify and analyze
issues related to the election
process in the United States
(e.g., election board
policies, technology used in
elections, media reporting of
election results).
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GVT
A
12.2
Lesson Ideas:
 Students will assess individual interest-group agendas and their ability to affect the implementation of
government policy.
 Students will examine the role of the media in American democracy.
Resources and Technology: , http://www.csuchico.edu/~kfountain/ ,
http://web.ebscohost.com/src/results?vid=2&hid=117&sid=17b0cf64-1c8e-48e7-9d925cd741f93c26%40sessionmgr2
GVT
B
12.3
21st Century Skills: Critical thinking, Information Literacy
Lesson Ideas:
 Students will compare the philosophies of the Federalists and Anti-Federalists in the ratification of the
Constitution.
 Students will create a timeline on the development of the concept of individual rights in American political
history.
Resources and Technology: http://library.thinkquest.org/11572/creation/framing/feds.html ,
http://edsitement.neh.gov/lesson_index.asp , http://www.teach-nology.com/web_tools/materials/timeline/
GVT
C
12.4
21st Century Skills: Problem-solving skills, Critical thinking
Lesson Ideas:
 As a class, create an overall plan for elections by deciding upon nominating methods, election administration
and campaign financing.
 Students will present a plan designed to identify reasons for low voter turnout and solutions to each reason for
nonvoting.
 Students will analyze our school elections as an authentic experience.
Resources and Technology: Student council results, http://hnn.us/articles/1161.html ,
http://www.infoplease.com/ipa/A0763629.html , http://www.pbs.org/elections/kids/educators.html
21st Century Skills: Critical thinking, Teamwork/collaboration, Problem- solving skills
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Evaluate various
21. Practice forms of civic
CRR
means for citizens to
discussion and participation A
take action on a
consistent with the ideals of 12.1
particular issue.
citizens of a democratic
republic:
a. Persuasive speech;
b. Panel discussion;
c. Debate.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Students will participate in a persuasive debate.
Resources and Technology:
http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=chag15532 , debate rubric
21st Century Skills: Academic/learning skills, Information Literacy, Critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
195
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate various
means for citizens to
take action on a
particular issue.
(cont.)
"
"
"
"
INDICATOR
22. Evaluate policies that
have been proposed as ways
of dealing with social
changes resulting from new
technologies (e.g.,
censorship of the media,
intellectual property rights,
or organ donation).
23. Analyze relationships
and tensions between
national sovereignty and
international accords and
organizations (e.g.,
international agreements on
environmental issues, trade
agreements, arms
agreements, European
Union or NATO).
24. Explain and demonstrate
knowledge of federal and
Ohio freedom of
information and open
meeting laws.
CRR
A
12.2
25. Explain how to file a
request for public
information using either the
appropriate federal or Ohio
freedom of information
statute.
26. Prepare a plan of action
that defines a community
issue and suggest alternative
solutions or courses of
action based on appropriate
criteria.
CRR
A
12.5
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Current issues articles from the internet, newspapers, or magazines will be used regularly to connect the
textbook with everyday life.
Resources and Technology: http://www.chagrin-falls.k12.oh.us/cfhs/library/researchdatabases.htm , Newsweek,
Plain Dealer
21st Century Skills: Information Literacy, Critical thinking
CRR
A
12.3
Lesson Ideas:
 Students will be assessed on relevant International Relations terms. Topics covered are, collective security,
economic interdependence, environmental interdependence, and U.S. relations with other countries.
 Students will examine Newsweek magazine to gain a current understanding of international relations.
Resources and Technology: Newsweek,
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=50312234-C985-4831-AD924F2B4246D39D
21st Century Skills: Academic/learning skills, Information Literacy, Interpersonal skills
CRR
A
12.4
Lesson Ideas:
 Students will read documents, define or list main ideas of public meeting laws. They will discuss in class the
relevance and importance of these laws.
Resources and Technology: http://codes.ohio.gov/oac/5902-2-01 ,
http://www.ohioworkforce.org/docs/jobseekers/Freedom%20of%20Information%20Act.pdf
21st Century Skills: Critical thinking, Problem-solving skills, Flexibility/adaptability
Lesson Ideas:
 Using local politicians as a source of information, students will file a request for public information.
Resources and Technology: local councilperson or lawyer
21st Century Skills: Academic/learning skills, Creativity, Problem-solving skills
CRR
A
12.6
Lesson Ideas:
 In a cooperative learning setting students will be given a community topic. Students will brainstorm a plan of
action. Examples; passing a school levy, building a skateboarders park, changing the curfew.
Resources and Technology: copy of village constitution, attend a council meeting to see how it works, talk to
Mayor or Superintendent of schools
21st Century Skills: Team/collaboration, Critical thinking, Time management skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
196
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate various
means for citizens to
take action on a
particular issue.
(cont.)
"
Explain how the
exercise of a citizen’s
rights and
responsibilities helps
to strengthen a
democracy.
INDICATOR
27. Analyze the causes,
consequences and possible
solutions to persistent,
contemporary and emerging
world problems (e.g. health,
security, resource allocation,
economic development or
environmental quality).
28. Analyze how
democracy, the free flow of
information, global
economic interdependence,
or human rights movements
can cause change within a
country.
CRR
A
12.7
29. Compare elements,
proceedings and decisions
related to the right to a fair
trial in criminal and civil
courts and describe
alternatives to litigation for
maintaining order and
resolving conflicts within the
U.S. legal system including:
a. Mediation;
b. Arbitration;
c. Alternative dispute
resolution;
d. Plea-bargaining.
CRR
B
12.9
SOCIAL STUDIES SKILLS AND METHODS
Obtain and evaluate
30. Obtain and evaluate
information from pub- information from public
lic records and other
records and other resources
resources related to a
related to a public policy
public policy issue.
issue.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson Ideas:
 Students will present policy papers designed to address the issues of health, security, resource allocation,
economic development and environmental quality of select nations.
Resources and Technology: http://ochaonline.un.org/ , http://find.galegroup.com/srcx/start.do?prodId=SRC1&userGroupName=chag15532
21st Century Skills: Academic/learning skills, Literacy Information, Critical thinking
CRR
A
12.8
Lesson Ideas:
 Students will examine the steps that led to the end of the U.S.S.R. as covered in the chapter on comparing
political and economic systems.
Resources and Technology: http://web.ebscohost.com/src/results?vid=2&hid=2&sid=1a6e5f30-09de-489db41e-0156c3da6d5e%40sessionmgr8 , http://web.ebscohost.com/src/results?vid=4&hid=12&sid=1a6e5f30-09de489d-b41e-0156c3da6d5e%40sessionmgr8
21st Century Skills: Critical thinking, Problem-solving skills
Lesson Ideas:
 Students will define the relevant terms listed in the indicator and examine a chart on the legal process.
Resources and Technology: http://usinfo.state.gov/products/pubs/legalotln/ ,
http://usinfo.state.gov/dhr/democracy/u.s._legal_system.html
21st Century Skills: Flexibility/adaptability, Self-motivation/initiative
SM
A
12.1
Lesson Ideas:
 Students will discuss and defend a position regarding a current item on the ballot.
Resources and Technology: Authentic ballot text,
http://www.sos.state.oh.us/sos/ElectionsVoter/CurrentElection.aspx ,
http://blog.cleveland.com/openers/2007/10/strip_club_regulations_wont_be.html
21st Century Skills: Interpersonal skills, Information Literacy, Critical thinking
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
197
SOCIAL STUDIES
UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Obtain and evaluate
information from public records and other
resources related to a
public policy issue.
(cont.)
Work in groups to
analyze an issue and
make decisions.
"
INDICATOR
31. Research an issue or
topic by gathering,
recording, evaluating and
interpreting relevant data.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
B
12.3
Lesson Ideas:
 Students will complete a research paper and debate.
Resources and Technology: rubric on both, Writers Inc., Turnitin.com
21st Century Skills: Time management skills, Information Literacy, Critical thinking
32. Build consensus within
a group by:
a. Finding points of
agreement;
b. Identifying points
individuals are willing
to concede;
c. Making sure that all
voices are heard;
d. Attempting to
understand the view of
others.
33. Engage in group work
on issues-analysis and
decision-making:
a. Identify a problem or
dilemma;
b. Analyze the interests,
values and points of
view;
c. Identify causes of the
problem or dilemma;
d. Propose alternative
solutions;
e. Formulate a position or
course of action;
f. Evaluate the
consequences of the
action taken.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
SM
D
12.6
Lesson Ideas:
 Students will work cooperatively on topics of discussion.
Resources and Technology: http://www.infohio.org/er/secure/ebsco.asp ,
http://ars.sirs.com/denied?sks.sirs.com/cgi-bin/hst-portal-res%3Fid=SOH1360-0-9999 ,
http://infotrac.galegroup.com/itweb/chag15532
21st Century Skills: Teamwork/collaboration, Leadership skills, Interpersonal skills
SM
D
12.7
Lesson Ideas:
 Students will complete critical thinking scenarios.
Resources and Technology: http://www.infohio.org/er/secure/ebsco.asp ,
http://ars.sirs.com/denied?sks.sirs.com/cgi-bin/hst-portal-res%3Fid=SOH1360-0-9999 ,
http://infotrac.galegroup.com/itweb/chag15532
21st Century Skills: Critical thinking, Problem-solving skills, Academic learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
198
ECONOMICS
199
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain patterns of
historical continuity
and change by
challenging arguments
of historical
inevitability.
"
Use historical
interpretations to
explain current issues.
INDICATOR
1. Evaluate the limitations and
the opportunities that result from
decisions made in the past
including:
a. Electoral College;
b. Direct election of senators;
c. Income tax;
d. Length of terms of elected
and appointed officials.
2. Challenge arguments of
historical inevitability by giving
examples of how different
choices could have led to
different consequences (e.g.,
choices made during the Civil
War, choices relating to
immigration policy, or choices
made during the Cuban Missile
Crisis).
3. Analyze primary source
material to see if a historical
interpretation is supported.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
A
11.1
Lesson ideas:
 Students will discuss the role that special interest groups play in election processes and how they affect
government spending.
Resources and Technology: http://www.leg.state.mn.us/lrl/links/special.asp
21st Century Skills: critical thinking
H
A
12.1
Lesson ideas:
 Students will be able to take historical economic decisions and be asked whether they agree with the
decisions.
Resources and Technology: http://memory.loc.gov/ammem/amlawith
21st Century Skills: creativity
H
B
12.2
Lesson ideas:
 The students will be able to look at certain economic primary documents and make corrections based on
what they know now.
Resources and Technology: http://www.lib.washington.edu/subject/History/RUSA/
21st Century Skills: problem-solving
PEOPLE IN SOCIETIES
Analyze how issues
4. Choose a government policy
may be viewed
or program and analyze how it
differently by various
has affected and been received
cultural groups.
by one or more racial, ethnic or
religious groups:
a. Indian policies;
b. Immigration laws;
c. Segregation policies;
d. Selective service laws.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
A
11.1
Lesson ideas:
 Students will discuss the role the Patriot Act plays in labor and discuss the role that immigrants play in the
work force. Students will determine the role of the minimum wage.
Resources and Technology: http://www.aclu.org/safefree/resources/17343res20031114.html
21st Century Skills: interpersonal skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
200
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze how issues
may be viewed
differently by various
cultural groups.
(cont.)
"
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
"
"
INDICATOR
5. Identify the perspectives of
diverse cultural groups when
analyzing current issues.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
A
12.1
Lesson ideas:
 Student will discuss current economic issues on a daily basis with use of Interactive Technology and
internet.
Resources and Technology: http://www.globalissues.org/TradeRelated/
6. Analyze proposed solutions to
current issues from the
perspectives of diverse cultural
groups.
PS
A
12.2
7. Identify causes of prejudice
and demonstrate ways in which
legal protections (including
constitutional amendments and
civil rights legislation) prevent
and reduce discrimination.
PS
B
11.2
8. Identify and analyze
governmental policies that
enable individuals of different
cultures to participate in the U.S.
society and economy including:
a. Naturalization;
b. Voting rights;
c. Racial integration;
d. Affirmative action.
9. Analyze ways countries and
organizations respond to
conflicts between forces of unity
and forces of diversity (e.g.,
English only/bilingual education,
theocracies/religious freedom,
immigration quotas/open
immigration policy, single-sex
schools/coeducation).
PS
B
11.3
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
21st Century Skills: academic/learning
Lesson ideas:
 Students will discuss current employment procedures dealing with different ethnic groups.
Resources and Technology: http://www.globalissues.org/TradeRelated/
21st Century Skills: academic/learning
Lesson ideas:
 Students will discuss the role that the government has played in protecting laborers (Employment Act of
1946 and other child labor laws).
Resources and Technology: http://findarticles.com/p/articles/mi_m1272/is_n2618_v125/ai_18856940
21st Century Skills: critical thinking
Lesson ideas:
 Students will be assigned groups to research each issue and look at how that issue has impacted the US
economy now and historically. Students will also be required to look at other countries economies and
how they have dealt with them.
Resources and Technology: http://www.whitehouse.gov/
21st Century Skills: teamwork/collaboration
PS
B
12.3
Lesson ideas:
 Students should discuss the impact that international conflicts have on the prices of products as well as the
US dependency on the world for labor and materials.
Resources and Technology: http://www.whitehouse.gov/
21st Century Skills: academic/learning
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
201
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
(cont.)
10. Evaluate the effectiveness of
international governmental
organizations (e.g., United
Nations, European Union, World
Court and Organization of
American States), multinational
corporations, and
nongovernmental organizations
(e.g., Amnesty International,
Red Cross and World Council of
Churches) in the global arena.
PS
B
12.4
Explain the role of
diverse cultural
institutions in shaping
American society.
11. Explain how the United
States has been affected
politically, economically and
socially by its multicultural
diversity (e.g., work force, new
ideas and perspectives, and
modifications to culture).
PS
C
11.4
12. Evaluate the role of
institutions in guiding,
transmitting, preserving and
changing culture.
PS
C
12.5
"
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson ideas:
 Students will compare and contrast the different currencies of the world, why each of them is in the
position that they are, and where they will be in the future.
Resources and Technology: https://www.cia.gov/library/publications/the-world-factbook/index.html
21st Century Skills: critical thinking
Lesson ideas:
 Students will compare and contrast US today with the past (50 years, 25 years). They will create a chart
with the pros and cons of having multicultural diversity in the US.
Resources and Technology: http://findarticles.com/p/articles/mi_hb3463/is_199801/ai_n8242904
21st Century Skills: flexibility
Lesson ideas:
 Students will discuss the role of cultures in economics and how these roles have changed over time.
Students will also analyze how international business has changed our economy.
Resources and Technology: http://www.international-business-center.com/
21st Century Skills: academic/learning
GEOGRAPHY
Evaluate the
consequences of
geographic and
environmental
changes resulting
from governmental
policies and human
modifications to the
physical environment.
13. Analyze and evaluate the
consequences of a governmental
policy that affects the physical
characteristics of a place or
region.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GEO
B
11.2
Lesson ideas:
 Students will discuss the role that minimum wage and labor union policies play in attracting
business/industries to a particular place.
Resources and Technology: http://www.progressiveu.org/205840-why-labor-unions-want-to-raiseminimum-wage
21st Century Skills: multicultural skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
202
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate the consequences of geographic
and environmental
changes resulting
from governmental
policies and human
modifications to the
physical environment.
(cont.)
"
ECONOMICS
Analyze how scarcity
of productive
resources affects
supply, demand,
inflation and
economic choices.
"
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
14. Describe the intended and
unintended effects of human
modifications to the physical
environment and weigh the costs
and benefits of alternative
approaches to addressing
environmental concerns (e.g.,
alternative sources of energy,
GEO
B
12.2
15. Analyze policies and
programs for natural resource
use and management considering
possible trade-offs between
environmental quality and
economic growth.
GEO
B
12.3
16. Explain the effects of
shortages, surpluses and
government-enforced controls
on prices.
E
A
11.1
Lesson ideas:
 Students will be able to list and discuss current environmental/green techniques people are using to be
eco-friendly and create a list of what must be sacrificed. Additionally, they will create a list of what other
countries use and the sacrifices/effects it has had on them.
Resources and Technology: http://es.epa.gov/ncer/science/tse/
21st Century Skills: creativity
Lesson ideas:
 Students will be given list of natural resources and how we could live without them. Students will create
a list of resources that the US is dependent on, the effect our dependency has on the environment and
possible alternatives.
Resources and Technology:
http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SUandnavid=NATURAL_RESOURCES
21st Century Skills: creativity
Lesson ideas:
 Students will discuss the role that supply and demand plays on shortages and surplus with the use of
charts, graphs, PowerPoint presentations, and Interactive Technology presentations. Students will discuss
how price ceilings and basements affect prices.
Resources and Technology: http://www.energy.gov/about/timeline2002.htm
17. Explain ways that people
respond to incentives when
allocating their scarce resources
in their roles as producers,
consumers, savers, workers and
investors.
18. Explain the impact of
inflation on economic behavior.
E
A
11.2
21st Century Skills: academic/learning
Lesson ideas:
 Students will be given certain resources and must assume the role of a producer, consumer, saver, worker,
and investor. Students will explain how that given resource affects them and their lives. Students will also
look at the same info from another country’s perspective.
21st Century Skills: problem-solving
E
A
11.3
Lesson ideas:
 Students will use multiple PowerPoint/Interactive Technology presentations to show the effect inflation
has on people as well as the global economy (use specific products like oil as examples).
Resources and Technology:
http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SUandnavid=NATURAL_RESOURCES
21st Century Skills: academic/learning
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
203
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze how scarcity
of productive resources affects supply,
demand, inflation and
economic choices.
(cont.)
"
INDICATOR
19. Compare how values and
beliefs influence economic
decisions in different
communities.
20. Explain the impact of
marginal cost/marginal benefit
analysis on decision-making.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
A
12.1
Lesson ideas:
 Students will compare and contrast economic decision that other countries make in regards to basic
economic issues like labor, manufacturing, human rights, etc.
Resources and Technology: https://www.cia.gov/library/publications/the-world-factbook/index.html
E
A
12.2
21st Century Skills: problem solving
Lesson ideas:
 Students will discuss how corporation take into account the role of marginal cost and where choose to
locate their manufacturing base to meet those goals (discuss role that international business plays in these
decisions).
Resources and Technology: http://www.econmodel.com/classic/terms/mc.htm
"
Identify factors which
inhibit or spur
economic growth and
cause expansions or
recessions.
"
21. Select a current issue;
identify the costs and benefits of
various choices to determine the
impact of personal and social
economic decisions on the
allocation of productive
resources.
22. Describe the functions of the
components that make up an
economic system and describe
the relationships among them
including:
a. Business;
b. Productive resources;
c. Financial institutions;
d. Government;
e. Consumers.
23. Identify factors that cause
changes in economic growth
including the effects of supply
and demand on the labor market.
E
A
12.3
21st Century Skills: academic/learning
Lesson ideas:
 Students will discuss Wal-Mart Corporation and the role they play regarding international business and
companies and their overseas production. The use of videos will expose students to these issues.
Resources and Technology: http://www.walmartstores.com/GlobalWMStoresWeb/navigate.do?catg=217
21st Century Skills: critical thinking
E
B
11.4
Lesson ideas:
 Students will create a business plan after considering the identified factors. Students should create a plan
integrating globalization.
Resources and Technology: http://www.sba.gov/smallbusinessplanner/index.html
21st Century Skills: teamwork/collaboration
E
B
11.5
Lesson ideas:
 Student will consider China as an example in a discussion of supply and demand of labor, defining the
role that it plays in wages and the decision of corporations to move their operations overseas.
Resources and Technology:
http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SUandnavid=NATURAL_RESOURCES
21st Century Skills: work ethic
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
204
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify factors which
inhibit or spur
economic growth and
cause expansions or
recessions. (cont.)
"
Explain how
voluntary worldwide
trade, specialization
and interdependence
among countries
affect standards of
living and economic
growth.
"
INDICATOR
24. Identify indicators that
provide information to
consumers on the current value
or purchasing power of money
with a focus on the:
a. Consumer Price Index;
b. Unemployment rate;
c. Gross Domestic Product
(GDP).
25. Use the circular flow model
to explain the flow of money,
goods, services and productive
resources in the economy.
26. Explain how countries use
their comparative advantage to
produce goods and services for
trade with other countries.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
B
11.6
Lesson ideas:
 Students will compare and contrast major countries in all of these categories with the use of charts and
graphs. Students will discuss why each of them has the strengths and weakness that they do. Students
will make educated predictions where they see these numbers going in the future.
Resources and Technology: https://www.cia.gov/library/publications/the-world-factbook/index.html
21st Century Skills: critical thinking
E
B
12.4
Lesson ideas:
 Students will present an example of the flow model and discuss how international business has altered or
changed the model.
Resources and Technology: http://www.businessweek.com/magazine/toc/04_33/B3896magazine.htm
E
C
11.7
21st Century Skills: teamwork/collaboration
Lesson ideas:
 Show a chart of the global GDP and discuss why each country has certain advantages and disadvantages
in this situation.
Resources and Technology: http://en.wikipedia.org/wiki/List_of_countries_by_GDP_(PPP)
21st Century Skills: critical thinking
27. Explain the effects of
specialization, interdependence
and trade on the United States
and other countries.
E
C
11.8
Lesson ideas:
 Students will identify certain industries and determine why they are flourishing globally, while not in the
US. Students will discuss how the countries have become interdependent (Use certain products to
demonstrate this).
Resources and Technology: http://www.businessweek.com/magazine/toc/04_33/B3896magazine.htm
"
28. Explain how changes in
exchange rates affect consumers
and producers.
E
C
11.9
21st Century Skills: critical thinking
Lesson ideas:
 Students will analyze charts comparing the US dollar against other currencies, why the exchange rates
vary and how this might affect both the United States and global economies. Students will predict the
direction the exchange rate might move in the future.
Resources and Technology: http://www.oanda.com/
21st Century Skills: problem solving
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
205
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how
voluntary worldwide
trade, specialization
and interdependence
among countries
affect standards of
living and economic
growth. (cont.)
Analyze the role of
fiscal and regulatory
policies in a mixed
economy.
"
Analyze the role of
fiscal and regulatory
policies in a mixed
economy. (cont.)
Explain the use of a
budget in making
personal economic
decisions and
planning for the
future.
INDICATOR
29. Identify reasons for and the
impacts of multinational
economic organizations:
a. Organization of the
Petroleum Exporting
Countries (OPEC);
b. European Monetary Union;
c. North American Free Trade
Agreement (NAFTA);
d. World Trade Organization
(WTO);
e. World Bank.
30. Analyze issues related to the
use of different types of taxes to
fund public goods and services
including:
a. Proportional tax;
b. Progressive tax;
c. Regressive tax.
31. Analyze economic policy
decisions made by governments
that have resulted in intended
and unintended consequences.
E
C
12.5
32. Identify public policies that
may cost more than the benefits
they generate, assess who enjoys
the benefits, who bears the cost
and explain why the policies
exist.
33. Explain why incomes will
differ in the labor market
depending on supply and
demand for skills, abilities and
education levels.
E
D
12.7
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Lesson ideas:
 Students will discuss the role that multinational economic organizations have had on the global as well as
the US economy. Students must rank organizations in order of their importance on the US and world
economies and then discuss results.
Resources and Technology: http://www.wto.org/
21st Century Skills: teamwork/collaboration
E
D
11.10
Lesson ideas:
 Students will be divided into groups. Students will debate which one is the best alternative.
Resources and Technology: http://www.ncpa.org/pi/taxes/tax7.html
21st Century Skills: teamwork/collaboration
E
D
12.6
Lesson ideas:
 Students select certain industries in the US and discuss how government assists or hinders them
(minimum wage, tariffs, illegal immigrants, etc).
Resources and Technology: http://www.commerce.gov/
21st Century Skills: creativity
Lesson ideas:
 Students will discuss the role that certain government programs may play and their impact on taxpayers
(compare with other countries and programs they use).
Resources and Technology: http://www.commerce.gov/
E
E
11.11
21st Century Skills: academic/learning
Lesson ideas:
 Students will discuss labor costs in US and other countries. They will identify why these factors play a
role in income earned and true value of income.
Resources and Technology: http://www.commerce.gov/
21st Century Skills: critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
206
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain the use of a
budget in making
personal economic
decisions and
planning for the
future. (cont.)
"
"
INDICATOR
34. Explain the role of
individuals in the economy as
producers, consumers, savers,
workers and investors.
35. Explain the consequences of
the economic choices made by
individuals and the tools which
they use to manage their
financial resources including:
a. Budgets;
b. Savings;
c. Investments;
d. Credit;
e. Philanthropy.
36. Describe how interest rates
affect savers and borrowers.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
E
11.12
Lesson ideas:
 Students will assume the role of each of these topics both in the US and another country. Students will
discuss the identified differences.
Resources and Technology: http://www.commerce.gov/
E
E
11.13
21st Century Skills: creativity
Lesson ideas:
 Students will divide up monetary amounts among the categories and defend the allocations. Students will
use The Automatic Millionaire as the blueprint for this activity.
Resources and Technology: Automatic Millionaire
21st Century Skills: organization
E
E
11.14
Lesson ideas:
 Students will define interest rates and list the affects on consumers.
Resources and Technology: http://www.commerce.gov/
21st Century Skills: academic/learning
GOVERNMENT
Evaluate, take and
defend positions about
issues concerning the
alignment of the
characteristics of
American democracy
with realities in the
United States today.
"
37. Identify and analyze an issue
related to domestic or foreign
policy in the United States (e.g.,
human rights, intervention in
conflicts between other
countries, or health care).
GVT
A
12.1
38. Explain how individuals and
groups, both governmental and
non-governmental, influence
domestic and foreign policy and
evaluate how these actions
reflect characteristics of
American democracy.
GVT
A
12.2
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson ideas:
 Students will discuss how the US relates with other countries regarding how they treat their citizens and
the role that plays with business interests of the US (China is good example).
Resources and Technology: https://www.cia.gov/library/publications/the-world-factbook/index.html
21st Century Skills: teamwork/collaboration
Lesson ideas:
 Students will discuss the role that US and the US government has in the global economics in regards to
how they protect individuals’ rights and how they protect American businesses.
Resources and Technology: http://www.commerce.gov/
21st Century Skills: academic/learning
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
207
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze how citizens
participate in the
election process in the
United States.
INDICATOR
39. Explain the use of the
initiative and referendum in the
government of Ohio.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
GVT
C
11.13
Lesson ideas:
 Students will utilize a current event to provide an example of referendum in Ohio government.
Resources and Technology: http://www.ohio.gov/
21st Century Skills: self motivation
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Evaluate various
40. Choose an effective method
means for citizens to
of citizen participation in the
take action on a
policy process and identify the
particular issue.
level of government and person
or agency with jurisdiction for a
particular set of circumstances.
"
41. Practice forms of civic
discussion and participation
consistent with the ideals of
citizens of a democratic
republic:
a. Persuasive speech;
b. Panel discussion;
c. Debate.
"
42. Evaluate policies that have
been proposed as ways of
dealing with social changes
resulting from new technologies
(e.g., censorship of the media,
intellectual property rights, or
organ donation).
"
43. Analyze relationships and
tensions between national
sovereignty and international
accords and organizations (e.g.,
international agreements on
environmental issues, trade
agreements, arms agreements,
European Union or NATO).
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CRR
A
11.2
Lesson ideas:
 Students will take a particular economic cause and explain how they would deal with the issue (boycott,
strike, etc).
Resources and Technology: http://www.ohio.gov/
CRR
A
12.1
21st Century Skills: creativity/critical thinking
Lesson ideas:
 Students will debate current economic issues, domestic or international.
Resources and Technology: http://www.commerce.gov/
21st Century Skills: self-motivation/initiative
CRR
A
12.2
Lesson ideas:
 Students will explain the role of technology in everyday life. Students will create lists of what may affect
our lives in the future.
Resources and Technology: http://www.commerce.gov/
21st Century Skills: self-motivation/initiative
CRR
A
12.3
Lesson ideas:
 Students will create a list of international trade organizations and agreements and discuss their role.
Students will predict where these agreements will be in 20 years.
Resources and Technology: http://www.wto.org/
21st Century Skills: creativity/critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
208
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate various
means for citizens to
take action on a
particular issue.
(cont.)
"
"
"
"
Explain how the
exercise of a citizen’s
rights and
responsibilities helps
to strengthen a
democracy.
INDICATOR
44. Explain and demonstrate
knowledge of federal and Ohio
freedom of information and open
meeting laws.
45. Explain how to file a request
for public information using
either the appropriate federal or
Ohio freedom of information
statute.
46. Prepare a plan of action that
defines a community issue and
suggest alternative solutions or
courses of action based on
appropriate criteria.
47. Analyze the causes,
consequences and possible
solutions to persistent,
contemporary and emerging
world problems (e.g., health,
security, resource allocation,
economic development or
environmental quality).
48. Analyze how democracy, the
free flow of information, global
economic interdependence, or
human rights movements can
cause change within a country.
49. Compare the rights of
citizens and resident aliens.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
A
12.4
CRR
A
12.5
Lesson ideas:
 Using the internet, students will research a current business issue and describe its significance.
Resources and Technology: http://www.wto.org/
21st Century Skills: self-motivation/initiative
Lesson ideas:
 The student will be able to actually fill out a request for the information dealing with a current economic
issue.
Resources and Technology: http://www.ohio.gov/
CRR
A
12.6
CRR
A
12.7
21st Century Skills: critical thinking
Lesson ideas:
 The student will create a business plan for a community issue and submit it to the proper entity.
Resources and Technology: http://www.ohio.gov/
21st Century Skills: critical thinking
Lesson ideas:
 The student will select a current world problem, research and present to the class possible solutions to the
problem. The class will rank the problems.
Resources and Technology: http://www.wto.org/
21st Century Skills: self-motivation
CRR
A
12.8
Lesson ideas:
 Students will discuss how the US has become dependent on foreign countries. Students will create a list of
all the things the US must import from foreign countries and things that foreign countries import from us.
Students will create a list of ways of lessening our interdependence.
Resources and Technology: http://www.commerce.gov/
CRR
B
11.4
21st Century Skills: academic
Lesson ideas:
 Students will divide into two groups (legal residence, illegal residences). They will look at roles that both
play in our economy. In a collective bargaining situation they will compromise on a solution.
Resources and Technology: http://www.whitehouse.gov/
21st Century Skills: creative thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
209
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Explain how the
exercise of a citizen’s
rights and
responsibilities helps
to strengthen a
democracy. (cont.)
"
INDICATOR
50. Explain the meaning and
importance of each of the rights
guaranteed under the Bill of
Rights and how they are secured
through:
a. Legislation;
b. The role of the judiciary in
upholding rights;
c. The role of citizens
exercising their rights.
51. Compare elements,
proceedings and decisions
related to the right to a fair trial
in criminal and civil courts and
describe alternatives to litigation
for maintaining order and
resolving conflicts within the
U.S. legal system including:
a. Mediation;
b. Arbitration;
c. Alternative dispute
resolution;
d. Plea-bargaining.
SOCIAL STUDIES SKILLS AND METHODS
Obtain and evaluate
52. Identify a current public
information from
policy issue and arguments
public records and
relative to the issue.
other resources related
to a public policy
issue.
"
53. Identify advocacy groups
and obtain public policy
information they produce.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
B
11.5
Lesson ideas:
 Students will select and research one of our rights provided in the Bill of Rights. They will provide a
historical overview of the relevance of this right in a presentation to the class.
Resources and Technology: http://www.wto.org/
21st Century Skills: teamwork
CRR
B
12.9
Lesson ideas:
 The students will be assigned scenarios and after research, they will present to the class how they would
deal with mediation, arbitration, alternative resolution, and plea- bargaining.
Resources and Technology: http://www.adr.org/
21st Century Skills: self-motivation
SM
A
11.1
Lesson ideas:
 Provide the student with current economic issues and after researching the issue, have them discuss.
Resources and Technology: www.USA.com
21st Century Skills: critical thinking
SM
A
11.3
Lesson ideas:
 Using the internet for research, the students will identify advocacy groups based on an area of interest.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
210
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Obtain and evaluate
information from
public records and
other resources related
to a public policy
issue. (cont.)
"
Critique data and
information to
determine the
adequacy of support
for conclusions.
"
"
"
INDICATOR
54. Adjust a research question or
topic based on information
obtained while conducting
research.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
A
11.4
Lesson ideas:
 Using the internet for research, students will clarify a research question or topic.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation.
55. Obtain and evaluate
information from public records
and other resources related to a
public policy issue.
56. Choose a position on an
issue and develop a rationale for
that position.
SM
A
12.1
SM
B
11.5
Lesson ideas:
 The students will use the Ohio and Federal websites to find pertinent public policy information.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Lesson ideas:
 The students will select a current economic issue and, using the internet for research, develop an argument
in support of the issue.
Resources and Technology: http://www.csuchico.edu/~kfountain/
57. Critique the conclusions
drawn from survey and research
data by questioning:
a. Sample size;
b. Demographics;
c. The sponsoring organization;
d. Logic of the conclusions
reached.
SM
B
11.6
58. Construct an action plan for
presenting a position to the
appropriate decision-making
body.
SM
B
12.2
59. Research an issue or topic by
gathering, recording, evaluating
and interpreting relevant data.
21st Century Skills: self-motivation
Lesson ideas:
 Students will analyze one survey or research project, identifying sample size, demographics, sponsoring
organization and logic of conclusion.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
SM
B
12.3
Lesson ideas:
 After research, students will create a plan addressing their position on a current economic issue.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Lesson ideas:
 The student will complete a research project on current economic issues.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
211
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Develop a research
project that identifies
the various
perspectives on an
issue and explain a
resolution of that
issue.
"
"
Work in groups to
analyze an issue and
make decisions.
"
INDICATOR
60. Identify appropriate tools for
communicating a position on an
issue (e.g., electronic resources,
newsletters, letters to the editor,
public displays and handouts).
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
C
11.7
Lesson ideas:
 The students will use each of the following (electronic resources, newsletter, letters to the editor, etc) and
present a report to the class about a current economic topic.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
61. Develop a research project
and make formal presentations
to the class and/or community
members using:
a. Key terms;
b. Support for main ideas;
c. Examples;
d. Statistics and other evidence;
e. Visual aids;
f. Formal citation of sources.
62. Respond to questions and
feedback about presentations
knowledgeably and civilly
SM
C
12.4
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
SM
C
12.5
63. Apply the processes of
persuasion, compromise and
negotiation to the resolution of
conflicts and differences.
SM
D
11.8
64. Build consensus within a
group by:
a. Finding points of agreement;
b. Identifying points
individuals are willing to
concede;
c. Making sure that all voices
are heard;
d. Attempting to understand the
view of others.
SM
D
12.6
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson ideas:
 The students will be assigned an economic problem/issue to research and present to a group of staff and/or
community members.
Lesson ideas:
 The students will field questions after their presentations in a Q and A forum.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Lesson ideas:
 The students will role play different economic conflicts using the techniques of collective bargaining.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
Lesson ideas:
 The students will role play different economic conflicts using the techniques of collective bargaining.
Resources and Technology: http://clear.uhwo.hawaii.edu/CB-FAQ.html
21st Century Skills: self-motivation
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
212
SOCIAL STUDIES
ECONOMICS
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Work in groups to
analyze an issue and
make decisions.
(cont.)
INDICATOR
65. Engage in group work on
issues-analysis and decisionmaking:
a. Identify a problem or
dilemma;
b. Analyze the interests, values
and points of view;
c. Identify causes of the
problem or dilemma;
d. Propose alternative solutions;
e. Formulate a position or
course of action;
f. Evaluate the consequences of
the action taken.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
D
12.7
Lesson ideas:
 The students will be assigned a global economic problem, research the topic and present to the class using
any technological tool.
Resources and Technology: http://www.csuchico.edu/~kfountain/
21st Century Skills: self-motivation
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
213
SOCIOLOGY
214
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain patterns of
historical continuity
and change by
challenging arguments
of historical
inevitability.
Use historical
interpretations to
explain current issues.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
1. Challenge arguments of
historical inevitability by giving
examples of how different
choices could have led to
different consequences (e.g.,
choices made during the Civil
War, choices relating to
immigration policy, or choices
made during the Cuban Missile
Crisis).
2. Analyze primary source
material to see if a historical
interpretation is supported.
H
A
12.1
3. Analyze cause-and-effect
relationships and multiple
causation including the influence
of ideas, the role of chance and
individual and collective action.
H
B
12.3
Lesson Ideas:
 Students will compare and contrast how the three broad theoretical perspectives of functionalist, conflict, and
interactionist, guide Sociologists’ work and help interpret their findings.
Technology and Resources: http://www.soci.canterbury.ac.nz/resources/glossary/conflicp.shtml ,
http://www.delmar.edu/socsci/rlong/intro/perspect.htm , http://web.grinnell.edu/courses/soc/s00/soc11101/IntroTheories/IntroTheoriesIndex.html
21st Century Skills: Critical thinking and Problem Solving skills, Academic/learning skills
H
B
12.2
Lesson Ideas:
 Students will analyze primary source reading segments.
Technology and Resources: articles such as, The Sociological Imagination C. Wright Mills, “Cyberpunk” by
McKenzie Wark, The Sacred Cow and the Abominable Pig by Marvin Harris
21st Century Skills: Critical thinking and Problem Solving skills
Lesson Ideas:
 Students will identify the basic research methods that sociologists employ to collect data, or scientific
information, on society and human behavior.
Technology and Resources: http://www.ed.gov/index.jhtml,
http://www.cdc.gov/nchs/products/pubs/pubd/nvsr/nvsr.htm , http://www.monitoringthefuture.org/ ,
http://www.cdc.gov/nchs/
21st Century Skills: Critical thinking and Problem-solving skills
PEOPLE IN SOCIETIES
Analyze how issues
4. Choose a government policy
may be viewed
or program and analyze how it
differently by various
has affected and been received
cultural groups.
by one or more racial, ethnic or
religious groups:
a. Indian policies;
b. Immigration laws;
c. Segregation policies;
d. Selective service laws.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS
A
11.1
Lesson Ideas:
 Students will compare: values and norms from country to country, gender roles from the past fifty years,
interview parents/grandparents to determine which traditions they have practiced compared to current
practice.
Technology and Resources: Interviews with parents and grandparents
21st Century Skills: Multicultural skills, Information Literacy, Academic/learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
215
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze how issues
may be viewed
differently by various
cultural groups.
(cont.)
INDICATOR
5. Identify the perspectives of
diverse cultural groups when
analyzing current issues.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
A
12.1
Lesson Ideas:
 Students will share weekly current event articles on chapter topics.
Technology and Resources: Newsweek, Plain Dealer, News-Herald, http://www.chagrinfalls.k12.oh.us/cfhs/library/researchdatabases.htm
21st Century Skills: Self-motivation initiative, Critical thinking, Multicultural skills
"
6. Analyze proposed solutions to
current issues from the
perspectives of diverse cultural
groups.
PS
A
12.2
Lesson Ideas:
 Students will discuss how having different values and norms can bring about different ways of dealing with
issues.
Technology and Resources: http://www.propositionsonline.com/html/what_are_american_values_.html ,
http://www.tolerance.org/hidden_bias/index.html , http://www.cnn.com/studentnews/
21st Century Skills: Multicultural skills, Interpersonal skills, Problem-solving
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
7. Identify causes of prejudice
and demonstrate ways in which
legal protections (including
constitutional amendments and
civil rights legislation) prevent
and reduce discrimination.
PS
B
11.2
Lesson Ideas:
 Students will complete a multicultural awareness survey. The survey illustrates how perceptions of reality,
and the “facts” we are taught through the media, the education system, and other sources of information, are
often limited in depth or simply wrong.
 Students will analyze “A Continuum of Intergroup Relations” and give examples of acceptance and rejection
patterns of minority group treatment.
Technology and Resources: http://www.edchange.org/multicultural/quiz/quiz.doc
21st Century Skills: Academic/learning skills, Multicultural skills, Critical thinking
"
8. Identify and analyze
governmental policies that
enable individuals of different
cultures to participate in the U.S.
society and economy including:
a. Naturalization;
b. Voting rights;
c. Racial integration;
d. Affirmative action.
PS
B
11.3
Lesson Ideas:
 While examining the chapter on Cultural Conformity and Adaptation, students will write a short essay, using
the civil rights movement as an example, demonstrating how changes in values and beliefs can bring about
changes in government policy.
 Give examples from history of how patterns of minority group treatment and inter-group relations include
legal protection.
Technology and Resources: http://web.ebscohost.com/src/results?vid=3&hid=116&sid=a00dbd1e-617e-46c0a3a7-6e552bff64c2%40sessionmgr107 , http://student.britannica.com/comptons/article-204749/minority-groups
21st Century Skills: Critical thinking, Academic/learning skills, Flexibility adaptability
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
216
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify the causes of
political, economic
and social oppression
and analyze ways
individuals,
organizations and
countries respond to
resulting conflicts.
(cont.)
"
Explain the role of
diverse cultural
institutions in shaping
American society.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
9. Analyze ways countries and
organizations respond to
conflicts between forces of unity
and forces of diversity (e.g.,
English only/bilingual education,
theocracies/religious freedom,
immigration quotas/open
immigration policy, single-sex
schools/coeducation).
10. Evaluate the effectiveness of
international governmental
organizations (e.g., United
Nations, European Union, World
Court and Organization of
American States), multinational
corporations, and
nongovernmental organizations
(e.g., Amnesty International,
Red Cross and World Council of
Churches) in the global arena.
PS
B
12.3
11. Explain how the United
States has been affected
politically, economically and
socially by its multicultural
diversity (e.g., work force, new
ideas and perspectives, and
modifications to culture).
PS
C
11.4
12. Evaluate the role of
institutions in guiding,
transmitting, preserving and
changing culture.
PS
C
12.5
Lesson Ideas:
 Research papers and debates on opposing viewpoints topics are required of students as part of this course.
Technology and Resources: Writers Inc. and turnitin.com
21st Century Skills: Teamwork/collaboration, Leadership skills, Critical thinking
PS
B
12.4
Lesson Ideas:
 Students will share and discuss weekly-required current event articles.
Technology and Resources: Newsweek, Plain Dealer, News-Herald, http://www.chagrinfalls.k12.oh.us/cfhs/library/researchdatabases.htm
21st Century Skills: Self-motivation initiative, Critical thinking, Multicultural skills
Lesson Ideas:
 Guest speaker: international business.
 Students will discuss the issue of how hiring individuals from diverse cultures can benefit a business.
Technology and Resources: Making Differences Matter: A New Paradigm for Managing Diversity, Dr. David
A. Thomas
21st Century Skills: Multicultural skills, Critical thinking
Lesson Ideas:
 Students will evaluate the importance of “cultural pluralism” and “mixed salad” vs. “melting pot” in
American society.
Technology and Resources: http://www.tolerance.cz/courses/texts/melting.htm ,
http://www.washingtonpost.com/wp-srv/national/longterm/meltingpot/meltingpot.htm
21st Century Skills: Multicultural skills, Critical thinking
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
217
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
GEOGRAPHY
Explain how the
character and meaning
of a place reflect a
society’s economics,
politics, social values,
ideology and culture.
Evaluate the
consequences of
geographic and
environmental
changes resulting
from governmental
policies and human
modifications to the
physical environment.
"
Use appropriate data
sources and
geographic tools to
analyze and evaluate
public policies.
"
INDICATOR
13. Explain how government
decisions reflect a society’s
values about land use (e.g.,
zoning, park development or
toxic waste disposal).
14. Analyze and evaluate the
consequences of a governmental
policy that affects the physical
characteristics of a place or
region.
REF.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
GEO
A
11.1
Lesson Ideas:
 Students will analyze and share their opinions about the relationships between American cultural values and
the purposes and policies of the U.S. government while examining the chapter on The Economy and Politics.
Technology and Resources: http://www.fas.usda.gov/itp /Policy/NAFTA/nafta.asp ,
http://www.udel.edu/htr/Psc105/Texts/power.html
GEO
B
11.2
21st Century Skills: Critical thinking, Problem-solving skills
Lesson Ideas:
 Students will use provided internet links to conduct research on the ways in which different organizations are
managing the effects of modernization. Students will write a profile of one specific organization. To help
guide students, they will be provided with a sample profile of an organization of your choice to use as a
template.
Technology and Resources: http://www.medicalnewstoday.com/ ,
http://www.asu.edu/clas/nacts/bna/teaching/studer.pdf ,
http://www.americanprogress.org/issues/2005/09/b1037455.html
15. Analyze policies and
programs for natural resource
use and management considering
possible trade-offs between
environmental quality and
economic growth.
16. Compare and evaluate
alternative public policies for the
use of land and natural resources
at all levels of government.
17. Use appropriate data sources
and tools to gather, manipulate,
interpret and communicate
geographic information related
to civic/global issues.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
GEO
B
12.3
21st Century Skills: Information Literacy, Creativity, Work ethic/dependability
Lesson Ideas:
 Students will read textbook and a few opposing viewpoint position papers on how American environmental
values have changed.
Technology and Resources: http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=5556 ,
http://www.brainerd.org/downloads/ecoAmerica%20AEVS%20Summary.pdf
GEO
C
11.3
GEO
C
12.4
21st Century Skills: Information Literacy, Critical thinking, Problem-solving skills
Lesson Ideas:
 Students will examine charts and graphs related to population and urban life.
Technology and Resources: http://www.prb.org/ , http://www.census.gov/
21st Century Skills: Critical thinking, Academic learning skills
Lesson Ideas:
 Students will review the concepts of mode, the mean, and the median.
Technology and Resources: handout on mode, mean and median: measures of central tendency
21st Century Skills: Critical thinking, Academic learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
218
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
ECONOMICS
Analyze how scarcity
of productive
resources affects
supply, demand,
inflation and
economic choices.
INDICATOR
18. Compare how values and
beliefs influence economic
decisions in different
communities.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
A
12.1
Lesson Ideas:
 Students will describe the Malthusian theory and demographic transition theory in terms of how each one
views population change. What criticisms have been directed at each of these theories?
Technology and Resources: http://cepa.newschool.edu/~het/profiles/malthus.htm ,
http://www.britannica.com/eb/article-60686/population , http://www.arcytech.org/java/population/popintro.html
21st Century Skills: Critical thinking, Problem-solving skills, Academic/learning skills
"
Identify factors that
inhibit or spur
economic growth and
cause expansions or
recessions.
"
19. Select a current issue;
identify the costs and benefits of
various choices to determine the
impact of personal and social
economic decisions on the
allocation of productive
resources.
E
A
12.3
20. Describe the functions of the
components that make up an
economic system and describe
the relationships among them
including:
a. Business;
b. Productive resources;
c. Financial institutions;
d. Government;
e. Consumers
E
B
11.4
21. Identify factors that cause
changes in economic growth
including the effects of supply
and demand on the labor market.
E
B
11.5
Lesson Ideas:
 Students will complete a personal budget for the average income of a household in the community and do the
same for a household living at the poverty level. Students will compare the two and report their findings.
Technology and Resources: 2 blank personal budget sheets, http://www.census.gov/ ,
http://povertycenter.cwru.edu/
21st Century Skills: Information Literacy, Work ethic/dependability, Multicultural skills
Lesson Ideas:
 When analyzing the economic institution in sociology, students will discuss how the different economic
models of capitalism and socialism compare.
Technology and Resources: http://www.lib.umich.edu/govdocs/foreign.html
,http://www.cesj.org/thirdway/comparison3rdway.htm
21st Century Skills: Academic/learning skills, Interpersonal skills
Lesson Ideas:
 Students will research Adam Smith’s impact on capitalist thinking.
Technology and Resources: http://www.adamsmith.org.uk/smith/quotes.htm ,
http://www.pbs.org/wgbh/commandingheights/shared/minitext/prof_adamsmith.html
21st Century Skills: Information Literacy, Critical thinking, Academic/learning skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
219
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Identify factors that
inhibit or spur
economic growth and
cause expansions or
recessions. (cont.)
Explain how
voluntary worldwide
trade, specialization
and interdependence
among countries
affect standards of
living and economic
growth.
"
INDICATOR
22. Identify indicators that
provide information to
consumers on the current value
or purchasing power of money
with a focus on the:
a. Consumer Price Index;
b. Unemployment rate;
c. Gross Domestic Product
(GDP).
23. Explain how countries use
their comparative advantage to
produce goods and services for
trade with other countries.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
B
11.6
Lesson Ideas:
 Students will gain an understanding of employment patterns in society by looking at unemployment.
Technology and Resources: http://www.bls.gov/cps/ , http://www.statistics.gov.uk/CCI/nugget.asp?ID=12
21st Century Skills: Creativity, Critical thinking, Academic/learning skills
E
C
11.7
Lesson Ideas:
 Students will write a short story set in a future in which market forces have joined together the countries of
the world under one global economy. Stories should address broad themes, such as the nature of the
economic system, national identity, trade, currency, languages, education, politics, and an assessment of
today’s world order from the point of view of characters in the future. Volunteers will read their stories aloud
to the class.
Technology and Resources: http://www.infoplease.com/ipa/A0762531.html ,
http://web.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/EXTGBLPROSPECTSAP
RIL/0,,menuPK:659178~pagePK:64218926~piPK:64218953~theSitePK:659149,00.html
24. Explain the effects of
specialization, interdependence
and trade on the United States
and other countries.
E
C
11.8
21st Century Skills: Work ethic/dependability, Creativity, Multicultural skills
Lesson Ideas:
 Students will write two or three paragraphs on how globalization of the economy and technology has
affected the nature of work in the U.S. Students should consider competition from workers in foreign
countries along with positive and negative effects on workers.
Technology and Resources: http://www.frbsf.org/publications/economics/letter/2004/el2004-12.html ,
http://yaleglobal.yale.edu/about/pdfs/globalization_challenge.pdf
21st Century Skills: Multicultural skills, Critical thinking, Academic/learning skills
"
25. Explain how changes in
exchange rates affect consumers
and producers.
E
C
11.9
Lesson Ideas:
 Students will discuss together how decline of the value of the U.S. dollar affects travel patterns, and
employment.
Technology and Resources: http://www.cbsnews.com/stories/2004/12/06/opinion/fenton/main659179.shtml ,
http://www.cato.org/pub_display.php?pub_id=2483
21st Century Skills: Critical thinking, Academic/learning skills, Multicultural skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
220
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the role of
fiscal and regulatory
policies in a mixed
economy. (cont.)
GOVERNMENT
Evaluate, take and
defend positions about
issues concerning the
alignment of the
characteristics of
American democracy
with realities in the
United States today.
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
26. Identify public policies that
may cost more than the benefits
they generate, assess who enjoys
the benefits, who bears the cost
and explain why the policies
exist.
E
D
12.7
27. Analyze the actions of the
U.S. government and evaluate
the extent to which those actions
reflect characteristics of
American democracy and help to
serve the public good.
GVT
A
11.1
Lesson Ideas:
 Students will attend a city or town council meeting or district board meeting and take notes detailing their
observations. Write a newspaper article covering the meeting and any decisions made at the meeting.
Technology and Resources: a local council meeting
21st Century Skills: Work ethic/dependability, Organization skills, Problem-solving skills
Lesson Ideas:
 Have each student create a “recipe for American Value Pie”. Students should use the values discussed in our
book as the ingredients. Rank the values, based on importance, to determine ingredient amounts. Students
should also provide creative preparation instructions.
Technology and Resources: http://www.propositionsonline.com/html/what_are_american_values_.html ,
http://web.ebscohost.com/src/results?vid=2&hid=3&sid=058bd4ad-db41-4ce1-a075d555574b8a4c%40sessionmgr2
21st Century Skills: Creativity, Academic/learning skills, Organization skills
"
28. Explain, using examples,
how the media and individuals
influence the policy agenda and
decision-making of government
institutions.
GVT
A
11.2
Lesson Ideas:
 When discussing Racial and Ethnic Relations, students will discuss Swedish sociologist Gunnar Myrdal’s
“an American dilemma” conclusion.
 Students will demonstrate how they think new communication technologies have changed the norms and
behaviors of certain groups in the United States? How has individual and societal behavior changed because
of these new technologies?
Technology and Resources: http://nobelprize.org/nobel_prizes/economics/laureates/1974/myrdal-bio.html ,
Opposing Viewpoints Resource Center, on technology
21st Century Skills: Information Literacy, Critical thinking, Problem-solving skills
"
29. Identify and analyze an issue
related to domestic or foreign
policy in the United States (e.g.,
human rights, intervention in
conflicts between other
countries, or health care).
GVT
A
12.1
Lesson Ideas:
 Students will debate and complete research papers on identified issues.
 Students will research and discuss weekly current event articles.
Technology and Resources: http://www.chagrin-falls.k12.oh.us/cfhs/library/researchdatabases.htm ,
http://www.turnitin.com/static/index.html, daily news print
21st Century Skills: Critical thinking, Time management skills, Organization skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
221
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
Evaluate, take and
defend positions about
issues concerning the
alignment of the
characteristics of
American democracy
with realities in the
United States today.
(cont.)
Explain how the U.S.
Constitution has
evolved including its
philosophical
foundations,
amendments and court
interpretations.
30. Explain how individuals and
groups, both governmental and
non-governmental, influence
domestic and foreign policy and
evaluate how these actions
reflect characteristics of
American democracy.
GVT
A
12.2
31. Explain the philosophical
foundations of the American
political system as outlined in
the Declaration of Independence,
the U.S. Constitution and the
Federalist Papers with emphasis
on the basic principles of natural
rights.
GVT
B
11.7
"
32. Explain how interpretations
of the basic principles found in
the U.S. Constitution have
changed over time.
GVT
B
11.9
Lesson Ideas:
 Students will evaluate the relationships between American cultural values and the purposes and policies of
the U.S. government.
 Students will analyze why voter participation varies according to race, age, and education.
Technology and Resources: http://www.udel.edu/htr/Psc105/Texts/power.html ,
http://americanhistory.si.edu/presidency/1_frame.html , http://www.sos.state.oh.us/
21st Century Skills: Multicultural skills, Critical thinking, Academic/ learning skills
Lesson Ideas:
 Students will define how government policies have affected the lives of minority groups in the United States.
 Students will compare positive and negative sanctions, (i.e. capital punishment).
Technology and Resources: Chagrin Falls High School Student/Parent Handbook,
http://www.nmsdcus.org/infocenter/facts%20and%20figures.html , http://www.jointcenter.org/DB/index.htm
21st Century Skills: Critical thinking, Multicultural skills, Interpersonal skills
Lesson Ideas:
 Students will write an essay describing how new values of your generation will affect aspects of American
life. The essay should consider the effect of American values on economic decisions, motivations, and
aspirations and should also consider the effect of American values on government policies and social
institutions.
Technology and Resources: http://www.drphil.com/articles/article/299 ,
http://www.psywww.com/resource/selfhelp.htm
21st Century Skills: Critical thinking, Academic/learning skills
Analyze how citizens
participate in the
election process in the
United States.
33. Explain the role of elections
and political parties (including
third parties) in facilitating the
democratic process.
GVT
C
11.11
Lesson Ideas: GVT A 12.2
 Students will evaluate the relationships between American cultural values and the purposes and policies of
the U.S. government.
 Students will analyze why voter participation varies according to race, age, and education.
Technology and Resources: : http://www.udel.edu/htr/Psc105/Texts/power.html ,
http://americanhistory.si.edu/presidency/1_frame.html , http://www.sos.state.oh.us/
21st Century Skills: Leadership skills, Problem-solving skills, Organizational skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
222
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Evaluate various
34. Analyze historical and
means for citizens to
contemporary examples of
take action on a
citizen movements to bring
particular issue.
about political change (e.g.,
Mothers Against Drunk Driving
[MADD], NOW, Common
Cause, NAACP and Eagle
Forum).
"
35. Choose an effective method
of citizen participation in the
policy process and identify the
level of government and person
or agency with jurisdiction for a
particular set of circumstances.
"
"
36. Practice forms of civic
discussion and participation
consistent with the ideals of
citizens of a democratic
republic:
a. Persuasive speech;
b. Panel discussion;
c. Debate.
37. Evaluate policies that have
been proposed as ways of
dealing with social changes
resulting from new technologies
(e.g., censorship of the media,
intellectual property rights, or
organ donation).
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
A
11.1
Lesson Ideas:
 Students will describe how the sources of social change can affect society.
 In groups students will discuss how ethnocentrism, cultural lag, and vested interests produce resistance to
social change in an educational setting. Share your discussion with the class.
Technology and Resources: http://www.madd.org/ , http://www.now.org/ ,
http://www.commoncause.org/site/pp.asp?c=dkLNK1MQIwG&b=186966
CRR
A
11.2
21st Century Skills: Interpersonal skills, Critical thinking, Academic/learning skills
Lesson Ideas:
 Students will develop a plan of action that defines a community issue and suggests alternative solutions or
courses of action based on established criteria.
 Students will critically think about case studies presented on social issues.
Technology and Resources: compile issues from local newspaper stories and community survey, 100%
American by Ralph Linton, The Function of Fairy Tales by Bruno Bettelheim
CRR
A
12.1
21st Century Skills: Time management skills, Problem-solving skills, Information Literacy
Lesson Ideas:
 Students will take part in persuasive speeches, panel discussions, and debates (all are requirements of this
course).
Technology and Resources: Opposing Viewpoints Resource Center,
http://find.galegroup.com/srcx/start.do?prodId=SRC-1&userGroupName=chag15532
21st Century Skills: Organization skills, Time management skills, Problem-solving skills
CRR
A
12.2
Lesson Ideas:
 Students will draw conclusions and infer how norms and behaviors of subculture groups change because of
advances in science and technology.
 Students will identify cause and effect of cultural changes and technology-cultural diffusion, and
reformulation.
Technology and Resources:
http://find.galegroup.com/srcx/basicSearch.do;jsessionid=5A989566EBB5826D68CBEFFBDC149C3B ,
http://www.samurai-archives.com/cde.html
21st Century Skills: Critical thinking, Creativity, Multicultural skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
223
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Evaluate various
means for citizens to
take action on a
particular issue.
(cont.)
INDICATOR
38. Prepare a plan of action that
defines a community issue and
suggest alternative solutions or
courses of action based on
appropriate criteria.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
A
12.6
Lesson Ideas: CRR A 11.2
 Students will develop a plan of action that defines a community issue and suggests alternative solutions or
courses of action based on established criteria.
 Students will critically think about case studies presented on social issues.
Technology and Resources: compile issues from local newspaper stories and community survey, 100%
American by Ralph Linton, The Function of Fairy Tales by Bruno Bettelheim
21st Century Skills: Time management skills, Problem-solving skills, Information Literacy
"
39. Analyze the causes,
consequences and possible
solutions to persistent,
contemporary and emerging
world problems (e.g., health,
security, resource allocation,
economic development or
environmental quality).
CRR
A
12.7
Lesson Ideas:
 Students will examine how the nature versus nurture debate shapes public policy and our view of ourselves
in such areas as violence, education, and general preference.
 Students will read about Doctors Online, Responding to Terrorism, Economics and Immigration, and other
contemporary topics, then brainstorm solutions and make generalizations and predictions.
Technology and Resources: http://genealogy.about.com/cs/geneticgenealogy/a/nature_nurture.htm ,
http://www.livescience.com/health/060718_nature_nurture.html
21st Century Skills: Information Literacy, Academic/learning skills, Problem-solving skills
"
40. Analyze how democracy, the
free flow of information, global
economic interdependence, or
human rights movements can
cause change within a country.
CRR
A
12.8
Lesson Ideas:
 Students will write a medium-length feature to appear in a fictional magazine on an anniversary related to
events such as WW1, WW2, the Cold War, the Vietnam War, the Persian Gulf War, or the September 11
terrorist attacks. The feature should include visuals, such as charts, maps, drawings, or photographs.
Technology and Resources: http://america.eb.com/ , http://www.marcopolo-education.org/
21st Century Skills: Critical thinking, Time management skills, Creativity
Explain how the
exercise of a citizen’s
rights and
responsibilities helps
to strengthen a
democracy.
41. Compare the rights of
citizens and resident aliens.
CRR
B
11.4
Lesson Ideas:
 Students will locate cartoons and share them in cooperative groups. Students will consider if the messages
conveyed by the cartoons have anything to do with citizen’s rights and responsibilities?
Technology and Resources: http://cagle.msnbc.com/politicalcartoons/ ,
http://politicalhumor.about.com/library/bldailyfeed2.htm
21st Century Skills: Information Literacy, Teamwork/collaboration, Critical thinking
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
224
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
Explain how the
exercise of a citizen’s
rights and
responsibilities helps
to strengthen a
democracy. (cont.)
42. Explain how citizenship
includes the exercise of personal
responsibility and active
participation in a democracy
including:
a. Behaving in a civil manner;
b. Being fiscally responsible;
c. Accepting responsibility for
the consequences of one’s
actions;
d. Practicing civil discourse;
e. Becoming informed on public
issues;
f. Voting;
g. Taking action on public
issues;
h. Providing public service;
i. Serving on juries.
43. Compare elements,
"
proceedings and decisions related
to the right to a fair trial in
criminal and civil courts and
describe alternatives to litigation
for maintaining order and
resolving conflicts within the U.S.
legal system including:
a. Mediation;
b. Arbitration;
c. Alternative dispute resolution;
d. Plea-bargaining.
SOCIAL STUDIES SKILLS AND METHODS
Obtain and evaluate
44. Identify a current public
information from
policy issue and arguments
public records and
relative to the issue.
other resources related
to a public policy
issue.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
CRR
B
11.6
Lesson Ideas:
 Students will identify a conflict that is taking place at school or in the community. Students will write an
explanation of how the four approaches of conflict resolution might be used to bring about a satisfactory
resolution to the conflict. Students will conclude by discussing which approach is the most effective and
why.
 Students will locate and read the article “The Saints and the Roughnecks” by William Chambliss. Students
will write a brief essay discussing how Chambliss used the control perspective to explain why the
Roughnecks were labeled as deviant but the saints were not.
Technology and Resources: compile issues from local newspaper stories and community survey,
http://phobos.ramapo.edu/~jweiss/laws131/unit1/saints.htm
21st Century Skills: Problem-solving skills, Critical thinking, Work ethic/dependability
CRR
B
12.9
Lesson Ideas:
 Students will share their opinions about what factors they feel cause fluctuations in the crime rate? Describe
the recent trends in crime statistics.
Technology and Resources: http://www.bestplaces.net/crime/default.aspx , http://www.ojp.usdoj.gov/bjs/
21st Century Skills: Information Literacy, Critical thinking, Academic/learning skills
SM
A
11.1
Lesson Ideas:
 Using the Opposing Viewpoints resource site, students will research the arguments on various social issues.
Technology and Resources:
http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=chag15532 , http://www.procon.org/
21st Century Skills: Information Literacy, Self-motivation/initiative, Academic/learning skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
225
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Critique data and
information to
determine the
adequacy of support
for conclusions.
"
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
45. Critique the conclusions
drawn from survey and research
data by questioning:
a. Sample size;
b. Demographics;
c. The sponsoring organization;
d. Logic of the conclusions
reached.
SM
B
11.6
46. Research an issue or topic by
gathering, recording, evaluating
and interpreting relevant data.
SM
B
12.3
Lesson Ideas:
 Students will analyze, evaluate and interpret charts and graphs.
Technology and Resources: http://www.prb.org/ , http://www.census.gov/
21st Century Skills: Critical thinking, Academic/learning skills, Flexibility/adaptability
Lesson Ideas:
 Students will complete a research paper using APA documentation style.
Technology and Resources: http://www.chagrin-falls.k12.oh.us/cfhs/library/researchdatabases.htm ,
http://www.turnitin.com/static/index.html, daily news print
21st Century Skills: Information Literacy, Time management skills, Critical thinking
Develop a research
project that identifies
the various
perspectives on an
issue and explain a
resolution of that
issue.
47. Develop a research project
and make formal presentations
to the class and/or community
members using:
a. Key terms;
b. Support for main ideas;
c. Examples;
d. Statistics and other evidence;
e. Visual aids;
f. Formal citation of sources.
SM
C
12.4
Lesson Ideas:
 Students will work within groups to research the process of modernization around the world. Each member
of the group will select one country. Students’ research will determine if the country is a core, peripheral, or
semi-peripheral country. Each student will write a short paragraph explaining why it fits in the category.
Each group will create a map to show the locations of the countries.
 Students will question elderly subject about their life. Students will share their findings and experience with
the class.
Technology and Resources: http://www.infoplease.com/countries.html ,
http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/0,,pagePK:180619~theSitePK:136917,00.html
21st Century Skills: Teamwork/collaboration, Academic/ learning skills, Self-motivation initiative
Work in groups to
analyze an issue and
make decisions.
48. Apply the processes of
persuasion, compromise and
negotiation to the resolution of
conflicts and differences.
SM
D
11.8
Lesson Ideas:
 Students will complete a conflict-resolution simulation activity.
Technology and Resources: http://www.usip.org/class/simulations/ ,
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtS
earch_SearchValue_0=EJ415729&ERICExtSearch_SearchType_0=no&accno=EJ415729
21st Century Skills: Critical thinking, Problem-solving skills, Creativity
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
226
SOCIAL STUDIES
SOCIOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Work in groups to
analyze an issue and
make decisions.
(cont.)
"
INDICATOR
49. Build consensus within a
group by:
a. Finding points of agreement;
b. Identifying points individuals
are willing to concede;
c. Making sure that all voices
are heard;
d. Attempting to understand the
view of others.
50. Engage in group work on
issues-analysis and decisionmaking:
a. Identify a problem or
dilemma;
b. Analyze the interests, values
and points of view;
c. Identify causes of the
problem or dilemma;
d. Propose alternative solutions;
e. Formulate a position or
course of action;
f. Evaluate the consequences of
the action taken.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
D
12.6
Lesson Ideas:
 Students will complete a conflict-resolution simulation activity.
Technology and Resources:
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtS
earch_SearchValue_0=EJ415729&ERICExtSearch_SearchType_0=no&accno=EJ415729
21st Century Skills: Critical thinking, Problem-solving skills, Creativity
SM
D
12.7
Lesson Ideas:
 Students will brainstorm problems in groups. Students will develop a set of criteria on what is to be achieved.
Both researched and non-researched problems will be addressed.
Technology and Resources: http://sks.sirs.com/cgi-bin/hst-portal-res?id=SOH1360-0-9999, analyzing primary
resources handouts
21st Century Skills: Interpersonal skills, Organization skills, Critical thinking, Problem-solving skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
227
PSYCHOLOGY
228
SOCIAL STUDIES
PSYCHOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
HISTORY
Explain patterns of
historical continuity
and change by
challenging arguments
of historical
inevitability.
INDICATOR
1. Challenge arguments
of historical
inevitability by giving
examples of how
different choices could
have led to different
consequences (e.g.,
choices made during
the Civil War, choices
relating to immigration
policy, or choices made
during the Cuban
Missile Crisis).
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
A
12.1
Lesson Ideas:
 Students will explore the historical evolution of the information psychologists have discovered concerning
the explanations for human behavior.
 Discuss basic human motivation.
 Compare “Nature-Nurture” explanations for behavior.
 Identify and examine 19th century “pioneers” of behavioral theory.
 Students will research and write an essay describing the evolution of the development of psychology.
 Essay should reflect how theories of one behavioralist impact on those of subsequent theorists.
 Attempt to establish a “chain of influence” throughout your essay.
Resources and Technology: http://www.research.org/cogsocial.htm , http://www.apsa.org ,
http://www.cogsci.soton.ac.uk/psycoloquy/, Benjamin, L. (2000), “American Psychologist”, Furumoto (1989)
“The New History of Psychology”, “From Seance to Science: A History of the Profession of Psychology”
(Wadsworth 2004), http://www.elvers.stjoe.udayton.edu/history/welcome.htm , http://www.ApPsychology.net
21st Century Skills: Critical thinking
Use historical
interpretations to
explain current issues.
2. Analyze primary
source material to see if
a historical
interpretation is
supported.
H
B
12.2
Lesson Ideas:
 Students will examine the “Diagnostic and Statistic Manual of Mental Disorders” (DSM-IV) with
relationship to its historical development.
 Use the DSM-IV to identify symptoms, sources and suggested treatment of selected disorders.
 Using DSM-I, II and/or III (previous editions) explain how diagnosis and treatment have changed over
the years.
 Analyze the development of the DSM from its inception to the current printing.
Resources and Technology: http://www.psych.org/clin res/qa.cfm,
http://www.sjsu.edu/depts/itl/,http:///www.mentalhealth.com, http://www.psychologynet.org/dsm.html,
http://www.behavenet.com/capsules/disorders/dsm4TRclassification.htm,http://www.psych.org/research/dor/ds
m/index.cfM
21st Century Skills: Organizational skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
229
SOCIAL STUDIES
PSYCHOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Use historical
interpretations to
explain current issues.
INDICATOR
3. Analyze cause-andeffect relationships and
multiple causation
including the influence
of ideas, the role of
chance and individual
and collective action.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
H
B
12.3
Lesson Ideas:
 Students will identify and explain the six varied “schools” of psychology within the historical context of their
development and their attempts to answer behavioral questions.
 Students will explain the fundamental principles, theorists and methodology of the following
approaches to psychology: behavioral, biological, cognitive, humanistic, psychodynamic and sociocultural.
 Students will research and lead a discussion of each “school” describing their influence on psychology today.
Resources and Technology “Scientific American” (June 2000), Plotnik (2001), Friman and Allen (1993)
“Changes in Modern Psychology”, Gabbard (2000) “American Psychoanalysis in the New Millennium”,
http://www.elvers.stjoe.udayton.edu/history/welcome.htm , http://psychoclassics.yorku.ca/,
http://www.apa.org/, http://www.psy.pdx.edu/Psicafe/research/
21st Century Skills: Organization, critical thinking and leadership skills
PEOPLE IN SOCIETIES
Analyze how issues
4. Identify the
may be viewed
perspectives of diverse
differently by various
cultural groups when
cultural groups.
analyzing current
issues.
PS
A
12.1
Lesson Ideas:
 Students will examine the behavioral distinctions that exist within different countries and societies within
them.
 Compare problem-solving approaches and mnemonic devices of Australian Aborigines and
conventional Western methods.
 Collect and discuss current articles illustrating non-western problem solving approaches.
 Students will discuss the definition of “normal” behavior within a variety of cultures.
Resources and Technology: http://www.vanguard.edu/psyc./webculture.html , http://www.feminist.com ,
Films: “Face Value” and “A World of Gestures”, Begley (Jan. 1998),”Is everybody Crazy?” Newsweek,
Betencourt and Lopez, (1993) “American Psychologist”, Bailey, Dunne and Martin (2000) “Journal of
Personality and Social Psychology”, Bond and Smith (1996) “Psychological Bulletin “ 119, Fowers and
Richardson (1996) “Why is Multiculturalism Good?” (Film) “Joy Luck Club”
21st Century Skills: Multicultural skills, critical thinking, problem solving
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
230
SOCIAL STUDIES
PSYCHOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze how issues
may be viewed
differently by various
cultural groups.
(cont.)
INDICATOR
5. Analyze proposed
solutions to current
issues from the
perspectives of diverse
cultural groups.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
PS
A
12.2
Lesson Ideas:
 Students will explore personality disorders that appear more prevalent in one area of the world than other
areas.
 Using a student generated list of disorders research frequency of occurrence in selected locations in the
world.
 Attempt to discover causes in terms of socio-cultural explanations.
 Student will report on a country and the unique customs/traditions, etc., that allow the citizens of that country
to behave differently from those in the United States.
Resources and Technology: http://www.socialpsychology.org/, Beck (1976) “Cognitive Therapy and
Emotional Disorders”, Briggs (1970), Never in Anger: Portrait of an Eskimo Family”
http://www.psychologywadsworth.com , http://www.psych.upenn.edu/seligman/
21st Century Skills: Multicultural skills, critical thinking, teamwork/collaboration
Explain the role of
diverse cultural
institutions in shaping
American society.
6. Evaluate the role of
institutions in guiding,
transmitting, preserving
and changing culture.
PS
C
12.5
Lesson Ideas:
 Students will analyze the role government agencies (FDA etc.) and psychiatric professional organizations
(APA, etc.) play in regulating behavior therapies.
Resources and Technology: http://www.mentalhealth.com, Corrigan (2000) “Clinical Psychology: Science and
Practice”, Cohen (2001) “Ground Zero: Aids Research in Africa”, Goode (2000) “How Culture Molds Habits of
Thought” “Ethical Principles of Psychology and Code of Conduct” (2000), “Ethical Principles of Psychologists
and Code of Conduct” (2002)
21st Century Skills: Critical thinking
ECONOMICS
Analyze how scarcity
of productive
resources affects
supply, demand,
inflation and
economic choices.
7. Compare how values
and beliefs influence
economic decisions in
different communities.
E
A
12.1
Lesson Ideas:
 Student will recognize the growing relationship between mental health and pharmaceutical industries.
 Collect current articles and examine scholarly journals for discussion leads.
Resources and Technology: http://www.nimh.nih.gov/anxiety/, Gurgen and Lock (1996) Psychological
Science in Cultural Context”, http://www.apa.org/ethics/, http://www.grohol.com/resources
21st Century Skills: Organization skills, leadership skills
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
231
SOCIAL STUDIES
PSYCHOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
Analyze the role of
fiscal and regulatory
policies in a mixed
economy.
INDICATOR
8. Analyze economic
policy decisions made
by governments that
have resulted in
intended and
unintended
consequences.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
E
D
12.6
Lesson Ideas:
 Students will understand cost factors concerning institutionalization by completing the following:.
 Research and compute dollar costs from diagnosis through 3 years of institutionalization as relates to a
major disorder. (selected disorder)
 Discuss the effects of the de-institutionalization movement of the 1960s/1970s on the mental health
community.
Resources and Technology: http://www.apa.org, Atchison and Kerwin (1997) “Cost Effectiveness of
Clozapine”, Antonuccio and Thomas (1997) “Cost-effective Analysis of Cognitive Therapy and Prozac”,
http://www.who.int/en/ , http://www.grohol.com/resources , http://www.nimh.nih.gov.nimhhome/index.cfm
21st Century Skills: Critical thinking, academic/learning skills.
CITIZENSHIP, RIGHTS AND RESPONSIBILITIES
Evaluate various
9. Practice forms of
CRR
means for citizens to
civic discussion and
A
take action on a
participation consistent
12.1
particular issue.
with the ideals of
citizens of a democratic
republic:
a. Persuasive speech;
b. Panel discussion;
c. Debate.
"
10. Evaluate policies
that have been proposed
as ways of dealing with
social changes resulting
from new technologies
(e.g., censorship of the
media, intellectual
property rights, or
organ donation).
CRR
A
12.2
Lesson Ideas:
 Students will research, assume a position (role) on a current legal interpretation concerning the relationship
of drug and talk therapies to behavior.
Resources and Technology: http://www.rebt.org/,http://www.spods.net/personality/theorists.html,
http://www.wynja.com/personality/index.php3, Bateman and Fonagy (2001) “Effectiveness of
Psychotherapeutic Treatment of Personality Disorder”, Flett (1999) “The Continuity of Depression in Clinical
and Non-clinical Samples”, Gould and Pollack (1997) “Cognitive Behavioral and Pharmacological Treatment of
Anxiety Disorder”, “Chemical Feelings” Gurin (1980)
21st Century Skills: Self-motivation/dependability, critical thinking
Lesson Ideas:
 Students will understand the rights of any individual concerning scientific studies/experiments.
 Students will discuss the responsibilities and consequences demanded by law concerning the reporting of
abuse to proper authorities.
 Students will examine and understand the role government agencies play in establishing acceptable standards
of drug and talk therapies.
 Students will identify the four criteria that must be adhered to when an individual agrees to become involved
with any behavior study/experiment.
Resources and Technology: http://beckinstitute.org/, http://www.emdr.com/, (Film) “Gender: Social
Influences”, Grunbaum (1993) “Validation in the Clinical Theory of Psychoanalysis”, “ Ethical Principles of
Psychology and Code of Conduct” (APA 2002).
21st Century Skills: Critical thinking
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
232
SOCIAL STUDIES
PSYCHOLOGY
INSTRUCTIONAL OBJECTIVES
OHIO BENCHMARK
INDICATOR
SOCIAL STUDIES SKILLS AND METHODS
Obtain and evaluate
11. Obtain and evaluate
information from
information from public
public records and
records and other
other resources related resources related to a
to a public policy
public policy issue.
issue.
Critique data and
information to
determine the
adequacy of support
for conclusions.
12. Research an issue or
topic by gathering,
recording, evaluating
and interpreting
relevant data.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
REF.
SM
A
12.1
SM
B
12.3
Lesson Ideas:
 Students will gather information (articles) from the news media as well as scholarly journals concerning
discoveries, perspectives, and studies to understand behavioral science.
 Lead discussion regarding scientific approach presented in the articles and/or policy implications for
court system and mental health agencies.
21st Century Skills: Leadership skills, interpersonal skills, self-motivation/initiative
Lesson Ideas:
 Students will utilize appropriate APA guidelines and methodology to complete two formal research papers
(one each 9 weeks). Topic #1 will focus on neurobiological/genetic causes of behavior and Topic #2 will
focus on environmental influences on behavior.
 Apply American Psychological Association (APA) guidelines.
 Use the most current and scholarly data available and organize according to APA format.
Resources and Technology: EBSCOHost - Academic Search Premier, Health Source, Medline, Psychology
and Behavioral Science Collection
Develop a research
project that identifies
the various
perspectives on an
issue and explain a
resolution of that
issue.
13. Develop a research
project and make
formal presentations to
the class and/or
community members
using:
a. Key terms;
b. Support for main
ideas;
c. Examples;
d. Statistics and other
evidence;
e. Visual aids;
f. Formal citation of
sources.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
SM
C
12.4
21st Century Skills: Work ethic/dependability, organization, academic/learning skills
Lesson Ideas:
 Students will present an evaluation of a selected film using the criteria listed below. Does the film provide:
 An accurate depiction of a mental disorder?
 An accurate portrayal of a person suffering from a mental disease?
 An accurate depiction of structure, process and function of mental health treatment including
psychotherapy and medication?
 An effective use of psychological principles and knowledge?
 Insight into the subjective experience of a person suffering from a mental disorder?
Resources and Technology: “A Beautiful Mind”, “One Flew Over the Cuckoo’s Nest”, “A Clockwork
Orange”, “ 12 Monkeys”, “Ordinary People”, “Primal Fear”, “What About Bob”, “Girl Interrupted”, “Silence of
the Lambs”, “Sybil”, “Psycho”, “The Three Faces of Eve”
21st Century Skills: Teamwork/collaboration, critical thinking, organization skills
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
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PHILOSOPHY
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SOCIAL STUDIES
PHILOSOPHY
INSTRUCTIONAL OBJECTIVES
BENCHMARK
INDICATOR
Recognize and use
philosophy as a systematic
“tool” for critical and
disciplined thinking.
(Western)
"
1. Learn and apply rules of
inference using various
premise and conclusion
relationships.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Ideas:
 Post-Malnerny readings: student will identify weakness and strengths of selected logical formats.
 Student will examine and identify argument formats using Frost readings – “Nature of God” and excerpts from
Plato, Aristotle, Anselm. Hobbes and Descartes.
Technology and Resources: Being Logical by D. Q. McInerny, Teachings of Philosophers by S. E. Frost
2. Identify and analyze
selected inductive and
deductive arguments.
21st Century Skills: academic/learning, critical thinking
Lesson Ideas:
 Student will use above selections to critique effectiveness of stated arguments. Criteria of “premise-conclusion
relationship” should be applied. This process will be subject to peer evaluation.
Technology and Resources: Being Logical by D. Q. McInerny
"
3. Construct a sound
argument using established
logical guidelines.
21st Century Skills: critical thinking, problem solving
Lesson Ideas:
 Student will select a “Truth” issue and create a simple argument effectively applying premise-conclusion
relationships. Student products will be subject to peer evaluation.
Technology and Resources: Being Logical by D. Q. McInerny
21st Century Skills: organizational, self-motivation/initiative
"
4. Recognize sources of
illogical thinking through
examination of selected
arguments.
Lesson Ideas:
 Student will examine a variety of poorly constructed arguments containing logical fallacies and illogical “premiseconclusion relationships”. Student will identify these weaknesses.
Technology and Resources: Being Logical by D. Q. McInerny
21st Century Skills: critical thinking, problem solving
Understand that strands of
philosophic thought and
concepts are often built on
sequential arguments and
reflect cumulative
historical development.
(Western)
5. Explain relationships
between various schools of
thought and how earlier
schools and/or individuals
influence later schools.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 On-going process through coursework - student will record and discuss strand connections.
 Student will create an “Idealine” (timeline) about “Man’s place in the universe.” The timeline will connect preSocratic Greeks-Plato-Aristotle-and any Scholastics-Bacon-Hobbes-Decartes.
Technology and Resources: Story of Philosophy by Will Durant
21st Century Skills: academic/learning, organization, critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
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SOCIAL STUDIES
PHILOSOPHY
INSTRUCTIONAL OBJECTIVES
BENCHMARK
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
INDICATOR
Understand that strands of
philosophic thought and
concepts are often built on
sequential arguments and
reflect cumulative
historical development.
(Western) (cont.)
Recognize that significant
philosophic questions are
universal in nature and are
subject to comparative
analysis. (Examine
philosophy systems and
cultural perspectives)
(Non-Western)
6. Explain the influence of
(to include but not limited
to) Socrates on Plato’s
philosophic concepts; Plato
on Aristotle; Aristotle on
medieval religion and
philosophy.
7. Understand that concepts
of “Truth, Beauty, and
Justice” will vary in
Western philosophic
traditions as much as the
Eastern traditions and that
deeper examination sheds
greater light on the
“universal questions.”
Lesson Ideas:
 Student will create an “Idealine” (timeline) about “The Nature of God”. The timeline will connect pre-Socratic
Greeks-Plato-Aristotle-and any Scholastics-Bacon-Hobbes-Decartes.
 Student will read selected essay materials from Aquinas, Augustine, Anselm and identify Platonic/Aristotelian links.
"
8. Compare the concepts of
“Social Justice” through
Hindu, Buddhist, Islamic
and Western secular
perspectives.
Lesson Ideas:
 Using charts/diagrams above: student will compose essays reflecting perspectives of each identified system.
 Responds to:
a. What should the relationship be between man and state?
b. What should the relationship be between man and man?
c. What should the relationship be between nation and nation?
Technology and Resources: Story of Philosophy by Will Durant
21st Century Skills: self-motivation/initiative, creativity, problem-solving
Lesson Ideas:
 Post Maumia, Blofeld, Durant and Smart readings dealing with Hindu, Buddhist and Islamic tenets and certain
Western views. Student will create a visual (chart/diagram), reflecting respective positions on selected “Universal
Questions,” i.e. “Do we have free will?” “What is the highest excellence or virtue of mankind?” etc.
Technology and Resources: Philosophy by James Maumia, Tantric Buddhism by John Blofeld, The Long Search by
Ninian Smart
21st Century Skills: critical thinking, academic/learning
Technology and Resources: Philosophy by James Maumia
21st Century Skills: multicultural, critical thinking
"
9. Examine the concept of
“Truth/Reality” through
Hindu, Buddhist, Islamic
and Western perspectives.
Lesson Ideas:
 Using charts/diagrams above, student will prepare discussion notes addressing:
a. Is there a difference between the way things appear to us and the way they really are?
b. Does mental or spiritual reality ultimately depend on the physical world?
c. Is everything that happens pre-determined?
Technology and Resources: Philosophy by James Maumia
21st Century Skills: multicultural, academic/learning
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
236
SOCIAL STUDIES
PHILOSOPHY
INSTRUCTIONAL OBJECTIVES
BENCHMARK
Understand that
“Universal Questions” are
also addressed through
religion and mythology.
(Non-Western and
Western)
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
INDICATOR
10. Examine archetypes of
various cultures’ myth and
religion and compare their
attempts to address the
“universals.”
Lesson Ideas:
 Post Campell and Bulfinch readings - student will define “archetype” and its role as a significant cultural dynamic.
 Student will use selected examples of mythology (Western and non-Western) and religious metaphors to find
archetypal examples and provide explanations regarding such questions as “What is the nature of the universe?”,
“What is man’s place in the universe?” “What is good and evil?”
Technology and Resources: The Power of Myth by Joseph Campbell, Bulfinch’s Mythology by Thomas Bulfinch, The
Hero with a Thousand Faces by Joseph Campbell
21st Century Skills: multicultural, critical thinking
"
11. Recognize how
archetypal metaphor in
selected Native American,
Greek and Hindu mythology
addresses universal
“Truths”.
Lesson Ideas:
 Utilizing previous information, students will create a list of archetypes from myth/metaphor that reflects specific
Western philosophic terms and/or concepts.
Technology and Resources: The Power of Myth by Joseph Campbell, Bulfinch’s Mythology by Thomas Bulfinch, The
Hero with a Thousand Faces by Joseph Campbell
21st Century Skills: multicultural, academic/learning
"
12. Examine image process
of Hinduism and Buddhism
(Viveka) and compare to
Platonic archetypes.
Lesson Ideas:
 Student will research and in writing compare and contrast Plato’s Form Theory and the Hindu/Buddhist “image
process.” Can the argument be made (or can it not) that Eastern and Western thought systems converge? Explain.
Technology and Resources: The Power of Myth by Joseph Campbell. Bullfinch’s Mythology by Thomas Bulfinch, The
Hero with a Thousand Faces by Joseph Campbell
21st Century Skills: multicultural, critical thinking, creativity
Acquire an historical
perspective relating to the
emergence of ideas and
their impact on society and
significant political,
religious, scientific and
economic movements
(past and present).
(Western)
13. Analyze selected
philosophic systems of
thought on developments in
science, government and
religion.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Using post Frost readings (Ideas and Science) student will “Idealine” connecting Plato-Aristotle-Galileo-BaconDesmarte-Spinoza.
Technology and Resources: Lessons of History by Will Durant, The Life of Greece by Will Durant, The Age of Faith
by Will Durant, A Passion for Wisdom by Robert C. Solomon and Kathleen M. Higgens, Teachings of Philosophers by
E. S. Frost
21st Century Skills: critical thinking, self-motivation, academic/learning
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
237
SOCIAL STUDIES
PHILOSOPHY
INSTRUCTIONAL OBJECTIVES
BENCHMARK
Acquire an historical
perspective relating to the
emergence of ideas and
their impact on society and
significant political,
religious, scientific and
economic movements
(past and present).
(Western) (cont.)
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
INDICATOR
14. Recognize
influence/connections of
thought, theory and/or
practice, to include but not
limited to:
a. Aristotle on Western
science,
b. Hobbes, Locke and
Rousseau on postenlightenment
government,
c. German idealism, Kant
on Christianity.
Lesson Ideas:
 Using post-Frost reading “Man and the State”, student will “Idealine” Plato-Aristotle-Ambrose-DuscotusMachiavelli-Hobbes-Locke-Rousseau-Nietzche.
 Student will research and prepare discussion notes addressing Kant (German idealist) and his views on God,
immortality and morality. How did these views impact Christianity?
Learn to use and apply the
language of philosophy,
i.e. terms and definitions
pertinent to critical
examination and
expression. (Western)
15. Apply terms and
definitions through
vocabulary study and the
construction of written
positions on selected issues
or arguments.
Lesson Ideas:
 Students will receive vocabulary list prior to readings. Term references are reinforced consistently through
coursework.
"
16. Present persuasive
arguments both orally and
written, applying
appropriate terminology in a
logical format.
Lesson Ideas:
 Student will appropriately and effectively use and apply terms and concepts in all essay arguments, discussions and
research production.
Technology and Resources: Lessons of History by Will Durant, The Life of Greece by Will Durant, The Age of Faith
by Will Durant, A Passion for Wisdom by Robert C. Solomon and Kathleen M. Higgins, Teachings of Philosophers by
S. E. Frost
21st Century Skills: academic/learning, critical thinking
Technology and Resources: Dictionary of Philosophy by Simon Blackburn, Being Logical by D. Q. McInerny
21st Century Skills: work ethic/dependability, self-motivation/initiative, time management
Technology and Resources: Dictionary of Philosophy by Simon Blackburn, Being Logical by D. Q. McInerny
21st Century Skills: critical thinking, creativity, time management, organization
Read, examine, discuss
and analyze selected
essays to include (but are
not limited to) works by
Plato, Aristotle,
Augustine, Aquinas,
Decartes, Locke and Kant.
(Western)
17. Examine and discuss
selected works in small
group seminars. Reaction
papers may represent
collective or individual
efforts.
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
Lesson Ideas:
 Students will prepare position paper(s) on post essay readings. Topics to include: “In the age of science, is it
irrational to be religious?”, “What makes something the same at two different times?”, “Can specific moral rules be
rationally justified?”, “Does God exist and what is his nature?”
Technology and Resources: Enduring Issues in Philosophy by Gerald W. Eichhoefer, Thinking Through Philosophy
by Chris Horner and Emrys Westacott, Introduction of Greek Philosophy by J. V. Luce
21st Century Skills: interpersonal, teamwork/collaboration, organization, critical thinking
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
238
SOCIAL STUDIES
PHILOSOPHY
INSTRUCTIONAL OBJECTIVES
BENCHMARK
Read, examine, discuss
and analyze selected
essays to include (but are
not limited to) works by
Plato, Aristotle,
Augustine, Aquinas,
Decartes, Locke and Kant.
(Western) (cont.)
Analyze and critique
arguments orally and
written in a manner
reflecting skillful use of
language, logic and
subtleties of reasoning.
(Non-Western and
Western)
"
Examine systems of
thought associated with
branches of philosophy,
which include but are not
limited to aesthetics,
ethics, metaphysics,
ontology, epistemology
and logic. (Non-Western
and Western)
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
INDICATOR
18. Debate content and
merit of argument upon
completion and analysis of
selected philosopher’s
works.
Lesson Ideas:
 Student will express positions in debate format. Sound logic, effective use of terms, concepts and integrity of
philosopher’s intent should be applied.
Technology and Resources: Enduring Issues in Philosophy by Gerald W. Eichhoefer, Thinking Through Philosophy
by Chris Horner and Emrys Westacott, Introduction of Greek Philosophy by J. V. Luce
21st Century Skills: leadership, flexibility/adaptability, critical thinking, organization
19. Create in writing and
prepare to defend orally an
“original argument”
addressing at least one
“universal question.”
Lesson Ideas:
 Students receive a list of “Universal Questions” in syllabus. Student will select one (or may re-construct or pose
their own, with approval) and prepare an original argument. Argument will be articulated in writing.
Technology and Resources: Independent reading
21st Century Skills: self-motivation, creativity, problem-solving
20. Defend or attack
(written and/or orally) a
selected philosopher’s
position on a specific
argument.
21. Research and prepare to
lead a group discussion on a
selected field of philosophy.
Provide a properly
formatted bibliography.
Lesson Ideas:
 Student will examine philosophic position/arguments from contemporary publications (Parabola and Philosophy
Now) and critique (defend and/or attack) the quality of arguments.
Technology and Resources: Independent reading
21st Century Skills: critical thinking, self-motivation, academic/learning
Lesson Ideas:
 Students receive a list of branches of philosophy in syllabus. Student will select a field of study, research and
organize a 40-minute teaching unit, which should include:
a. Explanation of the branch.
b. Recognition of significant contributors. (Who? How? Why important?)
c. Exploration of objectives and problems typical of the field.
d. Discussion questions designed to stimulate student audience, thought and participation.
Technology and Resources: Independent research
21st Century Skills: leadership, organization, time management, self-motivation
Key to Reference Column:
Line 1: (Standard) H = History
GVT = Government
Line 2: Ohio Benchmark Within Standard
Line 3: Grade Level . Indicator Number
PS = People in Societies
CRR = Citizenship Rights and Responsibilities
GEO = Geography
SM = Social Studies Skills and Methods
E = Economics
239
CollegeBoard AP
Advanced Placement Psychology
Course Description
EFFECTIVE FALL 2010
AP Course Descriptions are updated regularly. Please visit AP Central®
(apcentral.collegeboard.com) to determine whether a more recent Course
Description PDF is available.
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SOCIAL STUDIES
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AP Psychology
The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to complete studies in secondary school equivalent to an introductory
college course in psychology. The exam presumes at least one semester of college-level preparation, as is described in this book.
The inclusion of material in the Course Description and in the exam is not intended as an endorsement by the College Board or ETS of the content, ideas, or values expressed in the
material. The material has been selected by experienced high school and college and university instructors of psychology who serve as members of the AP Psychology
Development Committee. In their judgment, the material printed here reflects the content of a typical introductory college course in psychology.
THE COURSE
Purpose
The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals.
Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and
methods psychologists use in their science and practice.
Prerequisites
For Students
All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The College Board encourages the
elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP
Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.
For Teachers and Schools
AP classes require extra time on the part of the teacher for preparation, individual consultation with students, and the reading of a much larger number of assignments than would
normally be given to students in regular classes. The AP Psychology Development Committee strongly urges that any teacher offering such a class be assigned a reduced number
of teaching preparations. To facilitate the teaching and learning of psychology, the committee also suggests that schools enrich the resource materials available to teachers and
students in classrooms and libraries.
Because the AP Psychology course is designed to mirror an entry-level college course, and most college faculty use the most up-to-date textbooks and supplemental materials in
their classes, the AP Psychology Exam is developed using current materials. It is highly recommended that AP Psychology teachers and students use current textbooks or
supplement older texts with more recent material.
Although many schools are able to establish AP courses, some schools with fewer students offer tutorial work associated with a regular course or a program of independent study.
Examples of the content and organization of AP Psychology courses and equivalent college courses, as well as suggestions for appropriate resource materials, can be found in the
AP Psychology Teacher’s Guide. Go to AP Central (apcentral.collegeboard.com) or see page 23 for ordering information.
Goals
An introductory college course in psychology is generally one semester, with some variation among colleges. An AP Psychology course need not follow any specific college
curriculum. Rather, the aim of the course is to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses.
© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.
241
SOCIAL STUDIES
ADVANCED PLACEMENT PSYCHOOGY
Topics and Learning Objectives
The following is a description of learning objectives for the major content areas covered in the AP Psychology Exam, as well as the approximate percentages of the multiple-choice
section devoted to each area. This listing is not intended to be an exhaustive list of topics.
I. History and Approaches (2–4%)
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and
mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering.
AP students in psychology should be able to do the following:
• Recognize how philosophical perspectives shaped the development of psychological thought.
• Describe and compare different theoretical approaches in explaining behavior:
— structuralism, functionalism, and behaviorism in the early years;
— Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;
— evolutionary, biological, and cognitive as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior.
• Distinguish the different domains of psychology:
— biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, and
social.
• Identify the major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan
Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).
II. Research Methods (8–10%)
Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides guidance for psychologists who develop theories to explain behavior
and who apply theories to solve problems in behavior.
AP students in psychology should be able to do the following:
• Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and
weaknesses.
• Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental
controls reduces alternative explanations).
• Identify independent, dependent, confounding, and control variables in experimental designs.
• Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.
• Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).
• Distinguish the purposes of descriptive statistics and inferential statistics.
• Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central
tendency, standard deviation).
• Discuss the value of reliance on operational definitions and measurement in behavioral research.
• Identify how ethical issues inform and constrain research practices.
• Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect
research participants and promote sound ethical practice.
© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.
242
SOCIAL STUDIES
ADVANCED PLACEMENT PSYCHOOGY
III. Biological Bases of Behavior (8–10%)
An effective introduction to the relationship between physiological processes and behavior—including the influence of neural function, the nervous system and the brain, and
genetic contributions to behavior—is an important element in the AP course.
AP students in psychology should be able to do the following:
• Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.
• Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).
• Discuss the effect of the endocrine system on behavior.
• Describe the nervous system and its subdivisions and functions:
— central and peripheral nervous systems;
— major brain regions, lobes, and cortical areas;
— brain lateralization and hemispheric specialization.
• Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).
• Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
• Predict how traits and behavior can be selected for their adaptive value.
• Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke).
IV. Sensation and Perception (6–8%)
Everything that organisms know about the world is first encountered when stimuli in the environment activate sensory organs, initiating awareness of the external world.
Perception involves the interpretation of the sensory inputs as a cognitive process.
AP students in psychology should be able to do the following:
• Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.
• Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant
anatomical structures, and specialized pathways in the brain for each of the senses.
• Explain common sensory disorders (e.g., visual and hearing impairments).
• Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).
• Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).
• Explain the role of top-down processing in producing vulnerability to illusion.
• Discuss the role of attention in behavior.
• Challenge common beliefs in parapsychological phenomena.
• Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel).
V. States of Consciousness (2–4%)
Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. The study of variations in consciousness
includes an examination of the sleep cycle, dreams, hypnosis, and the effects of psychoactive drugs.
AP students in psychology should be able to do the following:
• Describe various states of consciousness and their impact on behavior.
• Discuss aspects of sleep and dreaming:
© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.
243
SOCIAL STUDIES
ADVANCED PLACEMENT PSYCHOOGY
— stages and characteristics of the sleep cycle;
— theories of sleep and dreaming;
— symptoms and treatments of sleep disorders.
• Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).
• Explain hypnotic phenomena (e.g., suggestibility, dissociation).
• Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.
• Discuss drug dependence, addiction, tolerance, and withdrawal.
• Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard).
VI. Learning (7–9%)
This section of the course introduces students to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including
classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning.
AP students in psychology should be able to do the following:
• Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and social learning.
• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.
• Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward
Tolman, John B. Watson).
VII. Cognition (8–10%)
In this unit students learn how humans convert sensory input into kinds of information. They examine how humans learn, remember, and retrieve information. This part of the
course also addresses problem solving, language, and creativity.
AP students in psychology should be able to do the following:
• Compare and contrast various cognitive processes:
— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention.
• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).
• Outline the principles that underlie effective encoding, storage, and construction of memories.
• Describe strategies for memory improvement.
• Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.
• Identify problem-solving strategies as well as factors that influence their effectiveness.
© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.
244
SOCIAL STUDIES
ADVANCED PLACEMENT PSYCHOOGY
• List the characteristics of creative thought and creative thinkers.
• Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
VIII. Motivation and Emotion (6–8%)
In this part of the course, students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion.
AP students in psychology should be able to do the following:
• Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).
• Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.
• Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.
• Describe classic research findings in specific motivation systems (e.g., eating, sex, social)
• Discuss theories of stress and the effects of stress on psychological and physical well-being.
• Compare and contrast major theories of emotion (e.g., James–Lange, Cannon– Bard, Schachter two-factor theory).
• Describe how cultural influences shape emotional expression, including variations in body language.
• Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).
IX. Developmental Psychology (7–9%)
Developmental psychology deals with the behavior of organisms from conception to death and examines the processes that contribute to behavioral change throughout the life
span. The major areas of emphasis in the course are prenatal development, motor development, socialization, cognitive development, adolescence, and adulthood.
AP students in psychology should be able to do the following:
• Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior.
• Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse).
• Discuss maturation of motor skills.
• Describe the influence of temperament and other social factors on attachment and appropriate socialization.
• Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing).
• Compare and contrast models of moral development (e.g., Kohlberg, Gilligan).
• Discuss maturational challenges in adolescence, including related family conflicts.
• Characterize the development of decisions related to intimacy as people mature.
• Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function.
• Describe how sex and gender influence socialization and other aspects of development.
• Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry
Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).
X. Personality (5–7%)
In this section of the course, students explore major theories of how humans develop enduring patterns of behavior and personal characteristics that influence how others relate to
them. The unit also addresses research methods used to assess personality.
AP students in psychology should be able to do the following:
• Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.
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• Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.
• Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate
relative test quality based on reliability and validity of the instruments.
• Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic
cultures).
• Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl
Rogers).
XI. Testing and Individual Differences (5–7%)
An understanding of intelligence and assessment of individual differences is highlighted in this portion of the course. Students must understand issues related to test construction
and fair use.
AP students in psychology should be able to do the following:
• Define intelligence and list characteristics of how psychologists measure intelligence:
— abstract versus verbal measures;
— speed of processing.
• Discuss how culture influences the definition of intelligence.
• Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg).
• Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.
• Interpret the meaning of scores in terms of the normal curve.
• Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).
• Debate the appropriate testing practices, particularly in relation to culture-fair test uses.
• Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David
Wechsler).
XII. Abnormal Behavior (7–9%)
In this portion of the course, students examine the nature of common challenges to adaptive functioning. This section emphasizes formal conventions that guide psychologists’
judgments about diagnosis and problem severity.
AP students in psychology should be able to do the following:
• Describe contemporary and historical conceptions of what constitutes psychological disorders.
• Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for
making diagnostic judgments.
• Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and
dissociative disorders, and their corresponding symptoms.
• Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and
sociocultural.
• Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).
• Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).
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XIII. Treatment of Abnormal Behavior (5–7%)
This section of the course provides students with an understanding of empirically based treatments of psychological disorders. The topic emphasizes descriptions of treatment
modalities based on various orientations in psychology.
AP students in psychology should be able to do the following:
• Describe the central characteristics of psychotherapeutic intervention.
• Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning.
• Compare and contrast different treatment formats (e.g., individual, group).
• Summarize effectiveness of specific treatments used to address specific problems.
• Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).
• Describe prevention strategies that build resilience and promote competence.
• Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).
XIV. Social Psychology (8–10%)
This part of the course focuses on how individuals relate to one another in social situations. Social psychologists study social attitudes, social influence, and other social
phenomena.
AP students in psychology should be able to do the following:
• Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).
• Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).
• Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority.
• Discuss attitudes and how they change (e.g., central route to persuasion).
• Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation).
• Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice).
• Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others.
• Anticipate the impact of behavior on a self-fulfilling prophecy.
• Describe the variables that contribute to altruism, aggression, and attraction.
• Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.
• Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo).
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UNITED STATES HISTORY (SEMESTER I)
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ADVANCED PLACEMENT UNITED STATES HISTORY (SEMESTER I)
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
1.Colonial history to 1763
Identify and assess the emergence of American
cultural traits and emerging regional patterns.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Explain the reasons for the growth and social stability of the New England colonies.
 Explain how conditions in the northern colonies eroded European concepts of social rank and fostered social
mobility.
 Account for the similarities and differences in development between the New England and Chesapeake colonies.
 Discuss the reasons for the growth of slavery and the slave trade in the English colonies of North America.
 Explain the historical significance of colonial uprisings in the seventeenth century.
 Determine the nature of and problems relating to the Spanish North American Empire.
 Describe the influence of the Great Awakening on American religion, common interest, and “nationality.”
 Explain the rise of the colonial assemblies and the governing problems they faced.
 Discuss the different advantages and disadvantages of the British American colonists and the French in the wars
for mastery of the North American continent.
 Ascertain the reasons behind the evolving American identity of the colonists even while they became more closely
connected to England during the eighteenth century.
Technology-Based Resources:
Bacon’s Rebellion: The Declaration (1676)
Sinners in the Hands of an Angry God
21st Century Skills: Critical Thinking Activities: Document-Based Questions
Democracy in Colonial Wethersfield, Connecticut
New England and the Chesapeake
2. The American Revolution (1763-1783)
Identify the origins of colonial resistance and the
British response.
Analyze the decision for American independence.
Examine the military course of the war and peace
negotiations.
Lesson Objectives:
 Describe each of the fundamental principles and the “politics of virtue” of the American perspective on imperial
politics.
 Analyze both the motivation for Grenville’s regulations and the popular mass movement that formed in resistance
to them.
 Analyze the American decision to declare independence from the convening of the Second Continental Congress to
the Declaration of Independence.
 Compare and contrast the military assets and liabilities of both the British and American forces in the
Revolutionary War.
 Describe the role of African Americans in the fighting of the American Revolution.
 Analyze the role of diplomacy in the success of the American Revolution.
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
3. The Republican experiment (1783-1789)
Describe the structure of government under the
Articles of Confederation and identify the
weaknesses and accomplishments of the Article’s
government.
Examine foreign affairs in the Confederation
period.
Assess the accomplishments of the Constitutional
Convention and the debates over ratification.
4. The Federalist Era (1788-1800)
Provide an overview of the Constitution of 1787.
Examine the rise of political parties.
Identify the nature of foreign affairs with Great
Britain, France and Spain during the era.
Assess the “Revolution” of 1800.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Technology-Based Resources
Boston Massacre Oration
Give Me Liberty or Give Me Death
Rights of Women in an Independent Republic
Petition of “A Grate Number of Blackes of the Province” to Governor Thomas Gage and the Members of the
Massachusetts General Court (1774)
Lesson Objectives:
 Delineate the types and extent of the social and political changes brought by the American Revolution.
 Describe the post-revolutionary positions on slavery in both the North and the South.
 Specify the post-revolutionary changes in the expectations, rights, and roles of American women.
 Describe the major sources and principles of the earliest American constitutions.
 Identify the major problems of western settlement and evaluate the Confederation Congress's responses to those
problems.
 Identify the major domestic and foreign-policy problems of the Confederation Congress and the nationalists'
critique of the congressional responses.
 Describe the conflict over slavery and its resolution by the delegates to the Philadelphia convention.
 Identify the major issues separating the Federalists and Antifederalists. Describe and evaluate the positions taken
by each.
 Trace the ratification process from the organization of the opposing sides to June 1788.
 Describe and explain the major contribution of the Antifederalists to the Constitution.
Technology-Based Resources:
Marquis de Chastellux, Travels in North America (1786)
st
21 Century Skills: Critical Thinking: Document-Based Question
The 1780’s: A Critical period?
Lesson Objectives:
 Compare and contrast the political and economic philosophies advocated by Alexander Hamilton with those of
Thomas Jefferson.
 Explain how foreign affairs acted as a catalyst in the development of American political parties.
 Evaluate the strengths and weaknesses of John Adams as president.
 Describe the XYZ Affair and its impact on domestic politics, specifically explaining the intent and results of the
Alien and Sedition Acts, as well as the Kentucky and Virginia Resolutions.
 Summarize the accomplishments of the Federalists while they were in power.
 Explain the factors that contributed to the downfall and demise of the Federalist Party.
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
5. Republicans in power (1801-1823)
Analyze the Jeffersonian imprint on American
politics and government.
Identify causes and results of the “strange” War of
1812.
Identify the origins of both nationalism and
sectionalism.
Analyze the demise of the Federalists and the rise
of the two-party system.
Identify the characteristics of the early Industrial
Revolution.
6. The Jacksonian Era (1828-1840)
Identify the origins and characteristics of “mass”
democracy.
Characterize the Whig alternative to Jacksonian
democracy.
Assess the origins and success of the reformist
“benevolent empire”.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Technology-Based Resources
Bill of Rights
Sedition Act
Farewell Address
Thomas Jefferson, Letter to James Madison (1794)
Lesson Objectives:
 List the goals of Jefferson as president and evaluate his success in accomplishing them.
 Explain the circumstances and consequences of the Louisiana Purchase.
 Describe the background, results, and significance of the Marbury v. Madison decision (1803).
 List and explain the sources of political dissension with which Jefferson had to contend.
 Analyze the causes, conduct, and outcome of the War of 1812.
 Account for James Madison's ineffectiveness as president.
 Discuss the reasons for the ultimate demise of the Federalist Party during this era.
 Analyze the factors that contributed to the rise of nationalism after the War of 1812.
 Describe the process by which western lands were organized and sold.
 Analyze the role played in economic and political matters by the Supreme Court under Chief Justice Marshall.
 Explain the perceived international conditions that led to the Monroe Doctrine as well as the specific intent of this
statement.
Technology-Based Resources
The Harbinger, Female Workers of Lowell (1836)
James F. Cooper, Notions of the Americans (1840)
21st Century Skills: Critical Thinking: Document-Based Question
Hamiltonian and Jeffersonian Politics
Lesson Objectives:
 Explain factors that contributed to the rise of democracy in the 1820s and 1830s.
 Describe how the diffusion of political power among the masses encouraged reform initiative and inspired new
literary, artistic, and professional trends.
 Evaluate the main political and economic issues brought forth in the 1824 and 1828 elections and explain the
outcomes of those presidential elections.
 Determine the political characteristics and personality traits that contributed to Jackson's image as a "man of the
people."
 Summarize the problems encountered under Jackson's Indian removal policy.
 Contrast the arguments put forth by the states' rightists and the unionists regarding the nullification crisis.
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INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
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Explain why South Carolina seized the tariff issue to mount its support for states' rights.
Summarize Jacksonian arguments in their attack against the Bank of the United States.
List the factors that caused the Second Great Awakening and discuss the differences between the revivalism that
swept the South and the North.
Show how the religious revivals became reform movements and why.
Describe the "Cult of True Womanhood" and the doctrine of separate spheres.
Describe the factors and events that led to the rise of the women's rights movement.
Technology-Based Resources
The Sovereignty of the People
The Liberator #1
Slavery a Positive Good
Walt Whitman, Preface to Leaves of Grass (1855)
Michel Chevalier, Society, Manners and Politics in the United States (1834)
Ralph Waldo Emerson, “Self-Reliance” (1841)
Bank Veto Message
21st Century Skills: Critical Thinking: Document-Based Question
Jacksonian Democracy
7. Manifest Destiny and the Mexican War
Identify the causes behind the lure of the west
(1820-1840).
Define the arguments for and against the
annexation Texas, New
Mexico, California, and Oregon.
Analyze the causes of the Mexican War.
Assess Treaty of Guadalupe Hidalgo.
Lesson Objectives:
 Explain the causes, events, and results of the Texas revolution.
 Discuss the importance of the Santa Fe and Oregon Trails in expanding American trade and settlement.
 Trace the development of the Mormon Church and the westward trek of its members.
 Identify the candidates and issues and explain the outcome and consequences of the election of 1844.
 Evaluate the successes and failures of James K. Polk's administration.
 Discuss the rationale for expansion as expressed in the doctrine of manifest destiny.
 Summarize the causes, events, and outcomes of the Mexican War, including the experiences of "Hispanic
America."
Technology-Based Resources
War Message
John L. O’Sullivan, "The Great Nation of Futurity" (1845)
Thomas Corwin, Against the Mexican War (1847)
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
8. The slave system and the coming of the Civil
War.
Characterize the “peculiar institution” and its
impact on the South.
Assess the rise of abolitionism and its effect on
north-south relations.
Identify the nature of “Free Soil” Republicanism.
Analyze the beliefs and actions of Lincoln.
Characterize the secession movement.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Explain the arguments and issues surrounding the profitability and efficiency of slavery.
 Discuss the relevant statistics about slave ownership in the South.
 Identify the candidates and explain the platforms and outcomes of the presidential elections from 1848 to 1860.
 Describe the series of resolutions that resulted in the Compromise of 1850.
 Explain the motivations for and the consequences of the Kansas-Nebraska Act of 1854.
 Contrast the intent and results of the Ostend Manifesto.
 Analyze the reasons for shifting political alignments in this era, specifically: (a) the rise and fall of the Free-Soil
party, (b) the disintegration of the Whig party, (c) the appearance and brief success of the Know-Nothing party,
and (d) the emergence and victory of the Republican party.
 Trace the development of attempts to win Kansas by the proslavery and antislavery forces, noting specifically: (a)
the "sack of Lawrence," (b) the role of John Brown, and (c) the Lecompton Constitution.
 Discuss the effects of social and cultural sectionalism in preparing the path for southern secession.
 Discuss the background, final decision, criticisms, and implications of the Dred Scott case of 1857.
 Contrast the positions taken by Republican Abraham Lincoln and Democrat Stephen Douglas in the debates held
for the Illinois Senate race of 1858.
Technology-Based Resources
Fugitive Slave Act of 1850
De Bow’s Review, “The Stability of the Union,” (1850)
Harriet Beecher Stowe, from Uncle Tom’s Cabin (1852)
9. The Civil War and Reconstruction
Analyze the emancipation movement.
Examine the military course of the war.
Assess the political, social, and economic features
of Reconstruction.
21st Century Skills: Critical Thinking: Document-Based Question
The Crittenden Compromise
Lesson Objectives:
 Trace the development of southern secession from Lincoln's election through the decision of the upper South to
join the Confederacy including the establishment of the Confederacy.
 Evaluate the Republican decision to reject the Crittenden compromise plan.
 Explain why "King Cotton Diplomacy" failed.
 Trace and explain Lincoln's gradual movement toward the emancipation of the slaves.
 Describe the role played by African-American troops in the Union armed force during the Civil War.
 List and describe the principal social and economic changes that accompanied the Civil War.
 Describe the experience of Northern and Southern women during the war.
 Describe the lasting effects of the Civil War on the nation.
 Contrast the presidential and congressional wartime reconstruction programs.
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SOCIAL STUDIES
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INSTRUCTIONAL OBJECTIVES
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
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Explain how Andrew Johnson's background shaped his attitudes and policies on Reconstruction.
Describe the processes by which Andrew Johnson lost support in Congress and the Radical Republicans gained
control of Reconstruction.
Summarize the goals of Radical Reconstruction and evaluate the success with which these goals were achieved.
Define the sections of the Fourteenth Amendment and understand why its enforcement was crucial to
Reconstruction efforts.
Describe the Radicals' attempt to remove President Johnson from office. Analyze the important results of the
impeachment crisis on the federal government and the Reconstruction process.
Define the southern systems of contract labor and sharecropping with emphasis on their effects upon African
Americans.
Identify the major groups that made up the southern Republican governments, then evaluate their achievements
and list the reasons for their ultimate failure.
Summarize the worst of the scandals that rocked the Grant administration.
Evaluate Grant's handling of the major problems of his administration: the money question, enforcement of
Reconstruction, and governmental corruption.
Explain the nature of the political crisis involving the election of 1876 and discussion the terms and result of the
"Compromise of 1877."
Describe the social and political effects of the "Redeemer" regimes in the New South.
Evaluate Reconstruction in terms of its successes and failures for the nation as a whole and for Black Americans in
particular.
Evaluate historians' changing views of Reconstruction.
Technology-Based Resources
W. Jefferson Davis, Address to the Provisional Congress of the Confederate States of America (1861)
Abraham Lincoln, Second Inaugural Address (1865)
The Flag of Secession
Emancipation Proclamation
Gettysburg Address
Surrender of General Lee at Appomattox
The Nation, “The State of the South” (1872)
Albion W. Tourgee, Letter on Ku Klux Klan Activities (1870)
21st Century Skills: Critical Thinking: Document-Based Question
Constitutional and Social Developments 1865-177: A Revolution?
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
10. The Gilded Age (1865-1900)
Characterize the movements that drove the
Settling the West
Analyze the arguments presented by laissez-faire
and Social Darwinism.
Describe the factors which contributed to the rise
of the industrialists.
Analyze labor’s response to industrialization.
Characterize and assess the effects of urbanization
and the “new” immigration.
Analyze the politics of the 1890’s: big government
Republicans and the Populists.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Analyze the various factors that ended tribal life for the Native Americans.
 Explain the United States' policies toward Native Americans and the results of those policies.
 Discuss the motives that stimulated migration to the West.
 Discuss each of the major factors that contributed to the rapid industrialization of 18701900.
 Describe the principal economic and social effects of the railroad from18651900 and trace the building of the
American railroad network from 18651900.
 Detail the rise and consolidation of the steel industry.
 Detail the rise and consolidation of the oil industry.
 List and describe the most important inventions of the last third of the nineteenth century, including their major
effects.
 Identify and explain each of the major factors in the development of a national consumer market.
 Compare and contrast the policies and methods of the Knights of Labor and the American Federation of Labor.
 Discuss the violence that emerged from employer/employee conflict and assess the role of the U.S. government in
restoring order.
 Identify and describe the major problems of American central cities in the Victorian era.
 Explain and evaluate the operation of the early political "machines."
 Compare and contrast the educational and civil rights policies of Booker T. Washington and W. E. B. DuBois.
 Describe the principal tenets of Social Darwinism and the opposing reform theory, including some of the specific
arguments of major proponents of each view.
 Describe and evaluate the American agrarians' grievances in the late nineteenth century.
 Trace the growth of the farmers' protest from the Grange through the Farmers' Alliance.
 Detail the establishment of the Populist Party, its platform, and its first presidential election.
 Discuss the march of "Coxey's Army" and the "great" Pullman strike of 1894 and its importance in the 1890s.
 Explain the divisions between capital and labor and between "old" and "new" miners in the Midwestern coal strike
of 1894.
 Describe the changes in American attitudes toward poverty brought on by the depression of the 1890s.
 Explain how the silver issue served as a symbol for a social and political movement.
 Compare and contrast the Democratic and Republican presidential campaigns of 1896.
Technology-Based Resources
Chinese Exclusion Act
Andrew Carnegie, from "The Gospel of Wealth" (1889)
Edward Bellamy, from Looking Backward (1888)
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SOCIAL STUDIES
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER I
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Address by George Engel, Condemned Haymarket Anarchist (1886)
Mary Antin, The Promised Land (1912)
Upton Sinclair, The Jungle (1905)
William Jennings Bryan, Cross of Gold Speech (1896)
The People’s Party Platform (1892)
21st Century Skills: Critical Thinking: Document-Based Question
W.E.B. DuBois and Booker T. Washington
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ADVANCED PLACEMENT UNITED STATES HISTORY (SEMESTER II)
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER II
1. Toward empire (1850-1900)
Identify analyze the foreign policy approaches of
the era.
Assess the impact of the War with Spain and the
Open Door Policy.
Analyze the debate over empire.
2. The Progressive Era 1900-1920
Characterize the new urban culture.
Assess the effects of reform in the cities and
states.
Compare the progressive agendas of the New
Nationalism and New Freedom.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Analyze how and why United States territorial expansion in the 1890s differed from the nation's earlier expansionist
moves.
 Explain the economic, strategic, and intellectual factors sparking American interest in overseas expansion in the latter
nineteenth century.
 Contrast the arguments offered for and against ratification of the treaty ending the Spanish American War and
providing for American colonies.
 Explain the origin and purpose of the Open Door policy in China.
Technology-Based Resources
Theodore Roosevelt, Third Annual Message to Congress (1903)
Henry Cabot Lodge, “The Business World vs. the Politicians” (1895)
Josiah Strong, Our Country (1885)
21st Century Skills: Document-Based Questions
Expansionism, Old and New
The Treaty of Paris, 1899
Lesson Objectives:
 Discuss the factors that contributed to a progressive movement of reform from 1890 to 1920.
 Explain the changes in American industrialism during the early twentieth century regarding management and
organization.
 Discuss the contributions made and benefits derived by women, African Americans, Mexican Americans, and
immigrants to the nation's economic expansion during the Progressive Era.
 Explain the origins and purposes of the Niagara Movement and the National Association for the Advancement of
Colored People (NAACP).
 Analyze the successes and failures of union activities during this era.
 Analyze Roosevelt's attitude toward the trusts and the role of the federal government in trade issues and labor disputes.
 Summarize the progressive measures of the Roosevelt presidency, with emphasis on railroad regulation, food and drug
regulation, and conservation.
 Contrast Taft's approach to executive leadership with Roosevelt's, specifying their different attitudes toward reform.
 Examine the participation of women in the social-justice movement and in the efforts to bring about prohibition and
women's suffrage.
 Discuss the issues involved and the reasons for Wilson's success in the 1912 election.
 Define the basic theory and attitude behind Wilson's New Freedom.
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER II
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Technology-Based Resources
William Graham Sumner, What the Social Classes Owe to Each Other (1883)
National American Woman Suffrage Association, Mother’s Day Letter (1912)
Jane Addams, "Ballot Necessary for Women" (1906)
3. World War I
Characterize the foreign policy and “moral
diplomacy” of Woodrow Wilson.
Characterize the nature of the American effort of
mobilization for the war.
Analyze the debate over the Treaty of Versailles.
21st Century Skills: Document-Based Question
Prohibition, 1900-1919
Lesson Objectives:
 Discuss the new role of the United States in Latin America and the various diplomatic approaches of Roosevelt, Taft,
and Wilson.
 Compare and contrast the arguments of the preparedness advocates and the pacifists.
 Understand the factors that brought the U.S. into the war and the extent to which German belligerence in the North
Atlantic was responsible.
 Show the ways in which the wartime partnership between citizens and government worked and how the war affected
women and African Americans.
 Specify the steps by which America mobilized for war.
 Define the different goals of the victorious nations at the Paris Peace Conference, and explain how Wilson's goals were
incorporated into the treaty.
 Discuss the reasons for the failure of Wilsonian global idealism and the Versailles treaty.
 Reflect on American disillusionment and the decline of the progressive spirit as the 1920s set in.
Technology-Based Resources
Warren G. Harding, Campaign Speech at Boston (1920)
4. The transition to modern America.
Identify the origins and characteristics of the
“second industrial revolution”.
Characterize American urbanization.
Analyze the rural counterattack to
industrialization and urbanization.
21st Century Skills: Document-Based Question
The Fight over the Versailles Treaty
Lesson Objectives:
 Explain the elements of the economic changes of the 1920s.
 List the weaknesses of the American economy in the 1920s.
 Discuss the impact of the rise of the city.
 Analyze the key elements of the literary movement of the 1920s.
 Discuss the impact and import of the Harlem Renaissance.
 Describe the main features of the rural reaction of the 1920s.
 Analyze the election of 1928.
Assess the significance of the election of 1928.
259
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES HISTORY (SEMESTER II)
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER II
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Technology-Based Resources
Comprehensive Immigration Law (1924)
Bartolomeo Vanzetti, Court Statement (1927)
5. The Great Depression and the New Deal,
1929-1938
Analyze the Roosevelt perspective on reform.
Evaluate the causes of the rise of organized labor.
Assess the relief, recovery, and reform legislation
that comprised the New Deal.
Evaluate the impact of the New Deal.
Characterize the opponents of the New Deal.
6. America and the world, 1921-1945
Identify the origins of American isolationism and
neutrality.
Assess the development of the wartime alliances.
Characterize the war’s impact on the “home
front”.
Evaluate the success and failure of Wartime
diplomacy.
21st Century Skills: Document-Based Question
The Immigration Restriction Law of 1924
Lesson Objectives:
 Explain the causes of the "great bull market" and the stock market crash.
 Describe the material and psychological effects of the Great Depression.
 Discuss President Hoover's attempts to end the Depression.
 Analyze the New Deal legislation passed in the "Hundred Days."
 Differentiate between Roosevelt's programs for relief and recovery.
 Compare and contrast the programs of the various critics of the New Deal.
Technology-Based Resources
Herbert Hoover, Speech at New York City (1932)
Franklin Delano Roosevelt, Speech at San Francisco (1932)
Huey Long, "Share Our Wealth" (1935)
Father Charles E. Coughlin, "A Third Party" (1936)
Lesson Objectives:
 Summarize the foreign policy of the United States in the 1920s.
 Explain the causes and effects of the isolationism of the 1930s.
 Discuss the changes the war brought about in domestic economic development.
 Describe the impact of the war on minorities, women, and labor unions.
 Explain the impact of war on American politics.
 Evaluate the performance of the United States in wartime diplomacy.
 Discuss the Allied strategy of the last days of World War II.
 Discuss the seeds of Soviet-American tension fostered by the war.
Technology-Based Resources
Philip Randolph, “Why Should We March?” (1942)
The Atlantic Charter (1941)
Charles Lindbergh, Radio Address (1941)
21st Century Skills: Document-Based Question
The Decision to Drop the Atomic Bomb
260
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES HISTORY (SEMESTER II)
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER II
7. The onset of the Cold War, 1945-1960
Identify the origins of the U.S. and Soviet
conflict.
Characterize the nature of the domestic Cold War.
Evaluate the various containment policies.
Compare the Cold War in Europe and the Pacific.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Explain the origins of the Cold War between the United States and the Soviet Union following World War II.
 Evaluate the responses of the Truman administration to the onset of the Cold War.
 Discuss the origins, developments, and results of the Korean War.
 Assess Truman's action in the Berlin Crisis. What were his alternatives? Did he make the right choice?
 Discuss the Marshall Plan and the Truman Doctrine. How effective were they as foreign policies?
 Evaluate Truman's success in extending the New Deal policies of FDR.
 Explain the rise and fall of McCarthyism in the United States from 1950 to 1954.
 Account for the election of Dwight D. Eisenhower as president in 1952 and 1956.
 Evaluate Eisenhower's success or failure in waging the Cold War.
Evaluate the cause and effects of the Korean War.
Technology-Based Resources
George F. Kennan, “Long Telegram” (1946)
National Security Council Memorandum Number 68 (1950)
Joseph R. McCarthy, from Speech Delivered to the Women’s Club of Wheeling, West Virginia (1950)
8. An era of affluence and anxiety, 1946-1960
Lesson Objectives:
 Describe the problems of reconverting to a peacetime economy and the reasons for the surge of the economy after
1946.
 Analyze the components of Truman's Fair Deal and establish the reasons why most of his package was not enacted.
 Using specific references explain how Eisenhower's administration marked an era of moderation and define "modern
Republicanism" as developed during the Eisenhower administration.
 Discuss the objectives, victories, and failures of the civil rights movement in the 1950s.
 Explain the effects of suburban life on American families and American women in particular.
 Explain the effects of suburban life on the landscape of the nation.
Evaluate the effects of the postwar economic
boom.
Analyze the growth of American suburbs.
Assess the arguments presented by the critics of
the consumer society.
Evaluate the effectiveness of the Fair Deal.
Characterize “Modern Republicanism”.
Analyze the struggle for civil rights.
Technology-Based Resource
Brown v. Board of Education (1954)
21st Century Skills: Document-Based Question
The Civil Rights Movement
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SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES HISTORY (SEMESTER II)
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES HISTORY INDICATORS
SEMESTER II
9. The Turbulent Sixties, 1960-1969
Characterize he “New Frontier”
Evaluate Kennedy’s handling of the Berlin crisis,
the Bay of Pigs, and the Cuban Missile Crisis.
Evaluate the direction taken by the Supreme
Court on reform.
Identify the reasons for the escalation of the
Vietnam War.
Analyze the “cultural revolution”.
10. A Crisis in Confidence, 1969-1980
Analyze the domestic and foreign policy success
and failures of the Nixon presidency.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Summarize the main events and results of the Bay of Pigs landing and the Cuban missile crisis.
 Compare and contrast the arguments for continued confrontation or conciliation with the Russians in the context of the
Cuban missile crisis.
 Understand the reasons for America's buildup of military strength in Vietnam and how this escalation undermined the
Johnson administration.
 Describe the escalation of America's involvement in the Vietnam War from 1961 to 1968.
 Discuss the key elements of Kennedy's New Frontier domestic agenda and his success or failure in enacting it.
 Summarize the key Supreme Court decisions and their impact on reform of the early 1960s.
Technology-Based Resources
Charles Sherrod, Student Nonviolent Coordinating Committee Memorandum (1961)
Donald Wheeldin, “The Situation in Watts Today” (1967)
John F. Kennedy, Cuban Missile Address (1962)
Lesson Objectives:
Identify the policies responsible for ending the
Vietnam War.
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Evaluate the long-term impact of the Watergate
scandal.
11. The Republican Resurgence, 1980-1992
Technology-Based Resources
National Organization for Women, Statement of Purpose (1966)
Jimmy Carter, The "Malaise" Speech (1979)
Lesson Objectives:
Evaluate the impact of Détente on U.S. – Soviet
relations.
Identify the reasons for The Reagan victory in
1980.
Evaluate “Reaganomics”.
Analyze the Iran-Contra scandal.
Explain the reasons for the end of the Cold War.
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Explain Nixon's first term goals and accomplishments in domestic affairs.
Discuss the objectives of Nixon's foreign policy and his strategy for ending the Vietnam War.
Account for the overwhelming reelection of Nixon as president in 1972.
Explain the causes and the role played by President Nixon in the Watergate scandal.
Assess the impact of the Watergate controversy on the American political system.
Account for the public disenchantment with Carter that resulted in his one term presidency.
Analyze Carter's successes and failures in dealing with foreign affairs.
Discuss the reasons for a conservative resurgence and the election of Ronald Reagan in 1980.
Identify the victories as well as the disappointments of Reagan's first-term domestic policies.
Account for the rise and fall of the Christian Right in American politics during the Reagan-Bush era.
Discuss Reagan's first-term approach to the Soviet Union, the arms race, and options for the future.
Analyze the success of Reagan's foreign policies in the Middle East and Central America.
Explain the events of the Iran-Contra affair.
Discuss the reasons for and results of the Persian Gulf War in 1991.
Describe the series of events that signaled an end to the Cold War.
Technology-Based Resource
Paul Craig Roberts, The Supply-Side Revolution (1984)
262
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
263
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
1. Examine the kind of government established
by the Constitution.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Distinguish between direct and representative democracy.
 List the major issues on which the delegates to the Constitutional Convention had consensus as well as those issues on
which the delegates had conflicts and compromise.
 Explain the various ways the framers tried to limit government, including federalism, free elections, and checks and
balances.
 Describe the concept of separation of powers and its relationship to checks and balances.
 Define federalism and its constitutional basis between the national and state governments.
 List advantages of federalism as they relate to the needs of a heterogeneous people.
 Examine powers of the national government, powers reserved for the states, and concurrent powers shared by the
national and state governments.
 Identify limits and obligations on both national and state powers.
 Describe the expanding role of the federal courts in reviewing state and local government activities through the
Fourteenth Amendment, federal mandates, and federal preemption.
 Explain the historical growth in national governmental powers relative to the states, including the debate between the
centralists and decentralists.
 Examine the politics of federal grants, including how the battle over the appropriate level of government to control the
funds tends to be cyclical.
 Use data to analyze the impact of federal mandates on state and local government.
 Debate the arguments against ratification.
 Summarize the steps involved in ratifying the Constitution.
Technology Based-Resources
The Declaration of Independence - http://www.archives.gov/national-archives-experience/charters/declaration.html
Charles Beard: Framing the Constitution - http://www.cooperativeindividualism.org/beard_constitution.html
Federalist #10 - http://usinfo.state.gov/usa/infousa/facts/democrac/7.htm
Articles IV, V, VI, and VII of the United States Constitution - http://www.archives.gov/national-archivesexperience/charters/constitution.html
Federalist #51 and #78 - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/fedrlist.htm
Marbury v. Madison -http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/marbury.htm
Full Faith and Credit Clause, National Supremacy Clause and McCulloch v. Maryland http://usinfo.state.gov/usa/infousa/facts/democrac/10.htm
Tenth Amendment - http://www.archives.gov/national-archives-experience/charters/constitution.html
264
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
21st Century Skills: Teamwork/Collaboration Activity
Debate: Resolved that the framing of the Constitution was not an exercise in democracy, but an elitist conspiracy.
Debate: Resolved that the states can not be trusted to care for their neediest and poorest citizens as well as the federal
government; therefore devolution of power to the states and localities in the areas of welfare reform and human
services is bad public policy.
2. Discuss the ideological and philosophical
traditions on which the framers drew.
Lesson Objectives:
 Explain the interacting values that comprise the democratic faith, such as popular consent, respect for the individual,
equality of opportunity, and personal liberty; and examine how democratic values may conflict with one another.
Technology-Based Resources
Thomas Jefferson on Politics and Government - http://etext.lib.virginia.edu/jefferson/quotations/jeff0100.htm
3. Become familiar with a variety of theoretical
perspectives relating to the Constitution, such
as democratic theory, theories of republican
government, pluralism, and elitism.
Lesson Objectives:
 Discuss the educational, economic, social, and ideological conditions conducive to establishing and maintaining
democracy.
 Assess the relationship between political values and economic change (such as industrialization and depression).
4. Identify the different beliefs individuals
hold about their government, its leaders and
the U. S. political system in general.
Lesson Objectives:
 Identify and describe the major values that are shared by most Americans, in the tradition of classical liberalism.
 Examine liberalism and criticisms of this school of political thinking.
 Examine conservatism and cite criticisms of this school of political thought.
 Discuss reasons for the remarkable national unity and identity that exists in a land of such demographic diversity.
Technology-Based Resources
The Second Bill of Rights (1944) - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/fdr44.htm#second
The World’s Smallest Political Quiz - http://www.theadvocates.org/quiz.html
Ideology Survey - http://home.att.net/%7Ebetsynewmark2/PoliticalIdeologySurvey.htm
The Political Compass - http://www.politicalcompass.org/
Politopia - http://www.politopia.com/index.htm
The Political Quiz Show - http://www.madrabbit.net/webrabbit/quizshow.html
Debate: The Conservative Manifesto v. Why I’m Still Left http://cwx.prenhall.com/bookbind/pubbooks/burns7/chapter4/deluxe.html
Thinking on the Web: What’s Right, What’s Left? - http://www.abacon.com/internetguides/pol/activities.html#act3
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SOCIAL STUDIES
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
5. Understand how political beliefs are formed,
how they evolve, and the processes by which
they are transmitted.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Lesson Objectives:
 Define political culture. Also, explain where we learn the American political culture.
 Define political socialization and demographics.
Technology-Based Resources
“Circling the Wagons”, David Brooks - http://www.csulb.edu/~astevens/posc322/files/brooks.htm,
Political Socialization - www.thisnation.com/opinion.html
Census 2000 - www.usatoday.com/news/bythenumbers/fromt.htm
6. Explain how politics, family, school and the
media perpetuate or change political beliefs.
7. Understand what leads citizens to differ
from one another in their political beliefs and
behaviors and the political consequences of
these differences.
8. Focus on the different views of the political
process held by people, the demographic
features of the American population, and the
belief and behavior systems held by specific
ethnic, minority, and other groups.
9. Learn the mechanisms that allow citizens to
organize and communicate their interests and
concerns. Among these are political parties,
elections, political action committees (PAC'S),
interest groups, and the mass media.
Lesson Objectives:
 Explain how family structure impacts upon the American political landscape.
Lesson Objectives:
 Distinguish between reinforcing cleavages and cross-cutting cleavages.
 Define public opinion, attentive public, and political socialization.
 Enumerate the main sources of political socialization. Define opinion distribution, intensity, latency, salience,
consensus, and polarization.
Lesson Objectives:
 Evaluate sectional differences in the United States.
 Examine the effect of state and local identity on politics.
 Examine the impact on American politics of race and ethnicity.
 Identify ways in which religion can be important in American politics.
 Using data, describe income and wealth distribution in the United States.
 Examine the relationship between differing educational levels and political behavior.
Lesson Objectives:
 Explain Madison's analysis of the problems of faction and possible solutions.
 Indicate the most influential interest groups, and their primary concerns relative to government.
 Discuss the factors that make an interest group politically potent.
 Summarize the major techniques of interest groups.
 Research and report on the activities of contemporary interest groups.
 Explain how the structure of the election system affects election strategy.
 Outline major proposals for reforming the election process, giving pro and con arguments.
Technology-Based Resources
Interest Group Research – http://www.opensecrets.org/pacs/index.asp
Realigning Elections: 1824, 1860, 1896, and 1932 - http://www.multied.com/elections/1824.html
http://www.multied.com/elections/1860.html
http://www.multied.com/elections/1896.html
266
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
http://www.multied.com/elections/1932.html
Poll Results - http://www.realclearpolitics.com/polls.html
Public Opinion - http://www.pollingreport.com/
The Electoral College - The Electoral College
Arguments in Favor of the Electoral College - The Framers' Electoral Wisdom
Against the Electoral College - Against the Electoral College
10. Examine the evolution of the U. S. party
system, the functions and structures of political
parties, and the efforts they have on the
political process.
21s Century Skills: Teamwork/Collaboration Activity
Debate: Resolved that the Electoral College should be eliminated.
Debate: Resolved that the President and all members of Congress should be elected at the same time.
Lesson Objectives:
 Explain the functions of political parties and the extent to which American political parties are currently performing
them.
 Describe the methods used by parties to nominate candidates and how these methods have changed over time.
 Compare the American two-party system with the multiparty system.
 Discuss factors that are associated with the emergence of third parties and independent candidates.
 Explain how closed and open primaries work.
 Trace the development of political parties and the two-party system in America.
 Explain why the electorate prefers divided government.
 Explain the structure and function of parties in government.
 Examine why parties remain important in the electorate.
 Evaluate whether the United States is experiencing party dealignment or realignment.
 Debate whether political parties are dying.
 Examine the problems of soft money and outside issue advocacy as they relate to the principle of accountability.
 Research and report on current campaign finance activity.
 Analyze the impact of increased identification with "Independent" status.
 Explain the relative importance of party identification, candidate appeal, and issues on voting.
Technology-Based Resources
“Virtual Unity: The Morphing of the Party System”, William Schneider http://www.csulb.edu/~astevens/posc322/files/schneider.html
Rise of Political Parties - http://www.politics1.com/parties.htm
Party Matchmaking Questions - http://www.3pc.net/matchmaker/quiz.html
Are You a Republican or a Democrat? - http://www.automatedassessments.com/assessment.aspx?id=65
Campaign Finance - http://www.fundrace.org/
Campaign Finance Reform - http://www.debatabase.org/details_print.asp?topicID=234
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SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
11. Understand the role of the media in the
political system, particularly its impact on
public opinion, voter perceptions, campaign
strategies, electoral outcomes, agenda
development, and the images of officials and
candidates.
12. Identify the organization and powers, both
formal and informal, of the major political
institutions in the United States - the Congress,
the Presidency, the bureaucracy, and the
federal courts.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Political Action Committees - http://www.opensecrets.org/pacs/index.asp
Debate: Soft Money is Buying Our Government v. Soft Money is Freedom of Speech http://cwx.prenhall.com/bookbind/pubbooks/burns7/chapter7/deluxe.html
Buckley v. Valeo 1976 - http://www.campaignfinancesite.org/court/buckley1.html
Lesson Objectives:
 Define such terms as mass media, “infotainment”, selective exposure, and selective perception.
 Assess the issue of media bias in terms of liberalism/conservatism.
 Assess the issue of media bias in terms of focus of media coverage.
 Describe the impact of new media technologies on politics and campaigning.
 Define agenda setting, issue framing, and image making.
 Analyze political cartoons for evidence of bias.
Lesson Objectives:
 Identify and define the basic functions of Congress.
 Distinguish between Congress as a law-making institution and as a representative assembly.
 Evaluate the impact and power of congressional staff.
 Explain the importance of bicameralism.
 Distinguish between the delegate and trustee roles of legislators.
 Trace the pathway of a current bill as it passes through both houses of Congress.
 Analyze the importance of committee and subcommittee chairs and the process by which they are chosen, especially the
impact of seniority.
 Explain why so many congressional incumbents win.
 Evaluate what the public expects of the president in the "unwritten presidential job description."
 Describe the office of the presidency as established in the Constitution.
 Discuss what factors make for a "great" president and what factors contribute to a failed presidency.
 Define judicial review.
 Compare judicial activism and judicial restraint and their relationship to political ideology.
 Explain how cases reach the Supreme Court.
 Describe the powers of the chief justice.
 Describe the formal organization of the bureaucracy.
 Describe the limitations on bureaucratic power.
Technology-Based Resources
“The Congressman from $37,000”, Randy Cohen - http://www.csulb.edu/~astevens/posc322/files/cong.html
United States House of Representatives - www.house.gov
United States Senate - www.senate.gov
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SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
13. Discuss the evolution of power balances
and relationships between the various
branches of government and political parties,
interest groups, the media, and state and local
governments.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Law Making - http://thomas.loc.gov/
“What is a filibuster?” - www.thisnation.com/question/037.html
Federalist #53, 56, 57, 58, 62, and 63 - http://www.foundingfathers.info/federalistpapers/
Article I United States Constitution - http://www.archives.gov/national-archives-experience/charters/constitution.html
Congressional Elections - http://www.opensecrets.org/politicians/index.asp
Pork Barrel Spending - http://www.cagw.org/site/PageServer?pagename=reports_pigbook2004
The Case against Congress - http://www.cagw.org/site/PageServer?pagename=reports_pigbook2
Lesson Objectives:
 Explain the role of and procedures used in the Senate confirmation powers.
 Evaluate why Congress and the Supreme Court have often been willing partners in the expansion of presidential power and
identify factors that have strengthened the presidency.
 Evaluate the constraints on the ability of the president to act, such as the media and international pressures.
 Explain those factors that promote both cooperation and conflict within the congressional-presidential relationship.
 Explain why members of Congress have different political perspectives from that of the president.
 Discuss why most presidents seem to have greater legislative success when their own party controls both houses of Congress.
Conversely, explain how divided government is often preferred by large numbers of the American people.
 Explain the reasons why Congress and the president have clashed over the war powers issue. Also, be able to discuss the
content of the War Powers Resolution.
 Discuss how partisan politics enters the judicial selection process, the size of the federal judiciary, and the appellate
jurisdiction of the Supreme Court.
Technology-Based Resources
Federalist #70 - http://www.foundingfathers.info/federalistpapers/
Article II United States Constitution - http://www.archives.gov/national-archives-experience/charters/constitution.html
14. Understand the formation of policy
agendas, the enactment of public policies by
Congress and the President, and the
implementation and interpretation of policies
by the bureaucracy and the courts.
21st Century Skills: Teamwork/Collaboration Activity
Debate: Resolved that members of the Supreme Court should hold office for one twelve year term.
Lesson Objectives:
 Explain why confirmation politics can become destructive.
 List reasons why the presidential use of executive privilege, executive orders, and the veto can promote discord between
him and Congress.
 Discuss why coalition building is important to a president’s success or failure vis-à-vis Congress.
 Analyze historical presidential opinion polls.
 Assess the factors that go into redistricting, reapportionment, and gerrymandering, and their impact on House elections.
 Debate the need for big government and big bureaucracy, including a discussion of how to reorganize and eliminate
waste in them.
 Debate the extent to which government should privatize public services.
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INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
15. Investigate policy networks, iron triangles,
and other forms of policy sub governments in
the domestic and foreign policy areas.
16. Study the development of individual rights
and liberties and their impact on citizens.
17. Analyze the workings of the Supreme
Court and develop an understanding of its
most significant decisions.
18. Examine judicial interpretations of various
civil rights and liberties such as freedom of
religion, speech, assembly and expression; the
rights of the accused; and the rights of
minority groups and women.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
Technology-Based Resources
Evolution of the Presidency - http://www.politics1.com/p2000.htm
Overview of the Presidency - http://spot.colorado.edu/~mcguire/approv3.html
Ranking of the Presidents - http://www.opinionjournal.com/hail/
Lesson Objectives:
 Examine bureaucratic accountability to the President and to Congress.
Lesson Objectives:
 Explain the Nationalization of the Bill of Rights through selective incorporation.
 Define human rights and how the Constitution provides for protecting civil rights.
 Differentiate between civil rights and civil liberties.
21st Century Skills: Teamwork/Collaboration Activity
Debate: Resolved that affirmative action programs are effective and necessary to promote equitable and adequate pay for
women and minorities.
Lesson Objectives:
 Analyze landmark Supreme Court cases.
Technology-Based Resources
Gitlow v. New York (1925) - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/gitlow.htm
Lemon v. Kurtzman (1971) - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/lemoncase.htm
Miller v. California - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/miller.htm
Smith Act of 1940 - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/smith.htm
Texas v. Johnson - http://www.tourolaw.edu/patch/Johnson/
Engel v. Vitale - http://usinfo.state.gov/usa/infousa/facts/democrac/47.htm
New York Times Co. v. Sullivan - http://straylight.law.cornell.edu/supct/html/historics/USSC_CR_0376_0254_ZS.html
Lesson Objectives:
 Define the Establishment Clause, including what it does and does not prohibit; and the prevailing doctrine.
 Analyze the disputes that arise between the Establishment and Free Exercise clauses.
 Define the following historic constitutional tests on freedom of speech issue: bad tendency test, clear and present danger
test, and the preferred position doctrine.
 Identify and define doctrines currently used by the Supreme Court to measure the limits of governmental power on
freedom of speech.
 Compare the changing social and judicial interpretations of obscenity and pornography.
 Describe the impact of time, place, and manner regulations on the freedom of assembly.
 Summarize legislative and judicial action toward the regulation of sedition.
270
SOCIAL STUDIES
ADVANCED PLACEMENT UNITED STATES GOVERNMENT
INSTRUCTIONAL OBJECTIVES
ADVANCED PLACEMENT
UNITED STATES GOVERNMENT
INDICATOR
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)













Research and report on historical and contemporary First Amendment issues.
Define human rights and how the Constitution provides for protecting civil rights.
Differentiate between civil rights and civil liberties.
Summarize the development of the African American struggle for racial justice from the Civil War to the present.
Compare the historical experiences and current demands for equality of women, Hispanics, Asian Americans, and
Native-Americans.
Describe how the Equal Protection Clause of the Fourteenth Amendment is used to limit state action that classifies
individuals unreasonably.
Compare three tiers of tests used to determine whether a law complies with the equal protection requirement.
Distinguish between de facto and de jure segregation.
Using maps and data, examine the efforts made in the past by state governments to prevent Blacks from voting, and the
steps taken by the Supreme Court to end those efforts.
Describe the content and impact of the Voting Rights Act of 1965.
Analyze the measures used, especially the commerce clause and the Civil Rights Act of 1964, to regulate discriminatory
conduct by private individuals and groups.
Discuss the controversies caused by the implementation of affirmative action programs.
Using data, evaluate the condition of America's African-American underclass a generation after the Kerner Commission
Report.
Technology-Based Resources
The Civil Rights Acts (see Civil Rights Act of 1957) http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/civrit.htm#1957
Plessey v. Ferguson (1896) - http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/plessy.htm
Regents of the University of California v. Bakke http://cwx.prenhall.com/bookbind/pubbooks/burns7/medialib/docs/bakke.htm
Adarand Constructors v. Pena - http://straylight.law.cornell.edu/supct/html/93-1841.ZS.html
Principles of Civil Liberties and Civil Rights - http://www.aclu.org/
American Center for Law and Justice - www.aclu.org
Principles of Civil Liberties and Civil Rights - http://www.aclu.org/
American Center for Law and Justice - www.aclu.org
21st Century Skills: Teamwork/Collaboration Activity
Debate: Resolved that the proposed constitutional amendment protecting the American flag be approved and added to the
Constitution.
271
SOCIAL STUDIES
AP MICRO/MACROECONOMICS
272
SOCIAL STUDIES
AP MICRO/MACROECONOMICS
INSTRUCTIONAL
RELATED
OBJECTIVES
Examine, analyze and
apply basic economic
concepts
Explain and apply the
nature and function of
product markets
(microeconomics)
REF.
CONCEPTS
1.
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
2.
3.
4.
5.
6.
7.
Graphical analysis (generate, interpret,
analyze charts, graphs, and data to describe
and explain economics concepts)
Marginal analysis
Opportunity cost
Utility (utility maximization)
Supply and Demand laws
Production Possibilities Curve
Thinking like an economist
@
OH –
11, E,
12
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Sole proprietorship, partnership, corporation
Profit/loss
Circular flow diagram
Explicit v. implicit costs
Economic v. accounting profit
Law of diminishing returns
Barriers to entry
Market power
Price discrimination
Pure competition
Monopolistic competition
Oligopoly
Pure monopoly
Average fixed cost
Average variable cost
Average total cost
Price determination
Marginal revenue=marginal cost
Long run and short run cost curves
Economies of scale
Elasticity
Consumer choice
Indifference curve
Derived demand
@
Lesson Ideas:
 Students will develop supply and demand graphs based on a data set and
interpret the equilibrium point
Technology/Resources: Virtual Economics (CD); Free to Choose video
series (PBS); http://www.freetochoose.tv/
21st Century Skills: Critical thinking
@ = College Board curricular requirements
OH = Ohio Economics - Personal Finance Content Standards (Grade, Benchmark, Indicator)
Lesson Ideas:
 Students will work in groups to argue and justify which product market is
best described in a series of scenarios
Technology/Resources:
http://www.oecd.org/document/36/0,3343,en_2649_34323_35790244_1_1_1_1,
00.html
21st Century Skills: Collaboration/teamwork
273
SOCIAL STUDIES
AP MICRO/MACROECONOMICS
INSTRUCTIONAL
RELATED
OBJECTIVES
Explain and apply the
nature and function of
factor markets
(microeconomics)
Identify and evaluate
market failure and the role
of government
(microeconomics)
Measure and analyze
economic performance
(macroeconomics)
REF.
CONCEPTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Marginal factor cost
Marginal revenue product
MFC=MRP
Value of marginal product (VMP)
Demand v. quantity demanded of a resource
Economic rent
Rent-seeking behavior
Unions
Wage determination
Distribution of income
Lorenz curve
Median voter rule
Coase theorem
Tax incidence
Progressive, proportional, regressive taxes
Price floors
Price ceilings
Problems/benefits of government
intervention
Externalities
Taxation
Consumer surplus
Producer surplus
Private goods
Public goods
Tragedy of the commons
Private v. Public sector
Domestic output
Gross domestic product
Gross national product
Personal consumption
Net exports
Government expenditures
Transfer payments
Non-transfer payments
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
@
OH 11, E,
11
Lesson Ideas:
 Students will debate the economic controversies between free market
employment and unified employment
Technology/Resources: http://www.dol.gov/dol/topic/statistics/index.htm
21st Century Skills: Critical thinking; flexibility
@
Lesson Ideas:
 Students will simulate a governmental agency to determine if they should
become economically involved and the remedy they could provide for a
market failure scenario
Technology/Resources:
http://www.liba.org.uk/issues/2007/Mar%2007/Marketfailure.pdf
21st Century Skills: Teamwork/collaboration; critical thinking
@
@ = College Board curricular requirements
OH = Ohio Economics - Personal Finance Content Standards (Grade, Benchmark, Indicator)
Lesson Ideas:
 Students will analyze and compare international gross domestic products of
their choice and explain what major factors caused these numbers to be
different from each other
Technology/Resources: http://www.bea.gov/national/
21st Century Skills: Creativity; multicultural skills
274
SOCIAL STUDIES
AP MICRO/MACROECONOMICS
INSTRUCTIONAL
RELATED
OBJECTIVES
Identify and evaluate
national income and price
determination
(macroeconomics)
Identify and analyze the
financial sector
(macroeconomics)
Identify and analyze
inflation, unemployment,
and stabilization policies
(macroeconomics)
REF.
CONCEPTS
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
National income
Consumer price index
Inflation
Per capita
Demand pull inflation
Cost push inflation
Stagflation
Laffer curve
Supply side economics
Real-business cycle theory
@
1.
2.
3.
4.
5.
6.
7.
8.
9.
Stock market
Bonds, stocks, perpetuities
Saving, Investment spending
Financial system
Central bank theory
Creation of money
Interest rates
Function of money
Money market
@
OH –
11, E,
14
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Phillips curve
Inflation revisited
Expansionary policy
Contractionary policy
Monetary policy
Fiscal policy
Federal Reserve System
Classical theory of employment
Expenditure output approach
Leakage-injection approach
Built-in stabilizers
@
Lesson Ideas:
 Students will research previous quarter’s consumer price indices and
analyze the major factors that affected the overall price level and the rate of
inflation
Technology/Resources: http://www.dol.gov/dol/topic/statistics/index.htm
21st Century Skills: Academic/learning
Lesson Ideas:
 Students will work in groups to effectively simulate the creation of money
acting as either a consumer, financial intermediary or the central bank
Technology/Resources: www.nyse.com ;
http://vse.marketwatch.com/Game/Homepage.aspx
21st Century Skills: Teamwork/collaboration
@ = College Board curricular requirements
OH = Ohio Economics - Personal Finance Content Standards (Grade, Benchmark, Indicator)
Lesson Ideas:
 Students will present and analyze current events relating to expansionary
and/or contractionary policies
Technology/Resources: http://www.dol.gov/dol/topic/statistics/index.htm
21st Century Skills: Self-motivation/initiative
275
SOCIAL STUDIES
AP MICRO/MACROECONOMICS
INSTRUCTIONAL
RELATED
OBJECTIVES
Explain and evaluate
economic growth and
productivity
(macroeconomics)
REF.
CONCEPTS
1.
2.
3.
4.
5.
Aggregate demand
Aggregate supply
Productivity
Recessionary and inflationary gaps
GDP and the multiplier
CLARIFICATION
(SKILLS, METHODS, RESOURCES, CONNECTIONS)
@
Lesson Ideas:
 Students will discuss and analyze the determinants of aggregate demand
and aggregate supply while applying theoretical knowledge to a related
current event article
Technology/Resources:
http://bcs.worthpublishers.com/krugmanwells_econ2/default.asp?s=&n=&i=&v
=&o=&ns=0&uid=0&rau=0
Identify an open economy
through international
trade and finance analysis
(macroeconomics)
Explain the consequences
of the economic choices
made by individuals and
the tools which they use
to manage their financial
resources including:
a. Budget;
b. Savings;
c. Investment;
d. Credit;
e. Philanthropy.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
3.
4.
5.
Open economy
Closed economy
Exchange rates
Net foreign investment
Trade deficit
Supply of foreign currency
International comparisons
Crowding out effect
Free trade v. fair trade
Personal finance
Debits
Credits
Loans
Fiscal responsibility
@
21st Century Skills: Self-motivation/initiative;
Lesson Ideas: Students will discuss the advantages and disadvantages of open
and closed economies while analyzing the effectiveness of real-world examples
of each.
Technology/Resources:
http://www.investamerica.gov/home/iia_main_001154.asp
21st Century Skills: Academic/learning
OH –
11, E,
14
@ = College Board curricular requirements
OH = Ohio Economics - Personal Finance Content Standards (Grade, Benchmark, Indicator)
Lesson Ideas: Students will work in groups to simulate a personal financial
portfolio (checkbook, balance sheet, etc.) to determine how to best manage their
personal assets.
Technology/Resources: Student created PowerPoint presentation on their
group’s financial portfolio
21st Century Skills: Problem-solving; creativity; self-motivation/initiative
276
SOCIAL STUDIES EDUCATION EVALUATION
Evaluation is an integral part of the instruction and curricular process due to the fact that it measures student learning in relation to the indicators and
skills forthcoming within this document.
Teachers within the Chagrin Falls Exempted Village School District utilize both formative and summative evaluations on a regular basis to assess
student progress and guide instruction. Student performance in Social Studies will be assessed in a variety of manners including but not limited to
the following:













Tests / Quizzes
Teacher Observations
Checklists
Self Reflection
Projects
Essays
Rubrics
Practical Experiences
Homework
Oral Reports and Demonstrations
Research Papers and Projects
Presentations, Debates
Socratic Seminar
An underlying aim in all evaluation procedures is to help students begin to understand the importance of and utilize self-assessment and critical
thinking to better understand themselves as learners. Evaluation also provides a means for helping students set expectations and devise strategies for
achieving those expectations.
Administrators and teachers will continue to review and monitor student performance on grade appropriate diagnostic and achievement tests to drive
instruction and modify curriculum.
277
CURRICULUM STUDY CYCLE - 2007-2012
Content Area
2007 – 2008
2008 – 2009
2009 - 2010
2010-2011
2011-2012
English Language
Arts
Music
1
2
3
4
5
1
2
3
4
5
Foreign Language
5
1
2
3
4
Family/Consumer
Science
Science
5
1
2
3
4
4
5
1
2
3
Guidance
4
5
1
2
3
Art
4
5
1
2
3
Social Studies
3
4
5
1
2
Technology
3
4
5
1
2
Business
3
4
5
1
2
Gifted and
Talented
Library
2
3
4
5
1
2
3
4
5
1
Mathematics
2
3
4
5
1
Health
2
3
4
5
1
Physical
Education
2
3
4
5
1
KEY
1 – Study Group – Research best practices, study state and national standards and post secondary
2 – Action Research – Evaluate current instructional practices in light of research based practices
3 – Curriculum Writing – Develop the course of study and grade level assessment calendar
4 – Lesson Study – Implement curriculum and newly adopted materials, develop and establish assessments
5 – Lesson Study - Implement curriculum and newly adopted materials, develop and refine assessments
278