Ohio Strands for
Social Studies
By Brad Sidle
ED637
Table of Contents
Introduction
American Heritage
People in Societies
World Interactions
Citizenship Rights and Responsibilities
Democratic Processes
Introduction
The following references
to the Ohio Strands are
applied in this lesson to an
eighth grade general social
studies class.
Strand 1: American Heritage
Unit/Lesson: The Revolutionary War
Objectives: 1) Examine multiple tier timelines
2) Assess causal factors
3) Compare multiple perspectives
4) Assess validity of narratives
5) Investigate geography in history
Multiple Tier Timelines
http://www.ushistory.org/march/timeline.ht
m
http://www.historyplace.com/unitedstates/re
volution/rev-prel.htm
Activity: Using the above timelines, make
your own timeline which includes the
following battles: Bunker Hill, Concord,
King’s Mountain, Lexington, Long
Island, Saratoga, Trenton, and Yorktown.
Causal Factors
ABCD
http://www.multied.com/revolt/causes.html
http://www.publicbookshelf.com/public_html/
The_Great_Republic_By_the_Master_Histo
rians_Vol_II/causesof_ca.html
Activity: After reviewing the above
information, write a three paragraph essay
on what you think are the three main causes
of the Revolutionary War.
Multiple Perspectives
http://www.loc.gov/exhibits/treasures/trr046.html
http://search.eb.com/blackhistory/micro/40/36.htm
l
Activity: Draw a picture of the
events of the Boston Massacre
based on what you’ve read of
the event and the death of
Crispus Attucks.
Validity of Narratives
http://www.usflag.org/about.betsy.ross.html
http://www.dzn.com/~laverne/BetsyRoss.html
Activity: You vote!
Did Betsy Ross design the first flag?
Explain your answer.
Did Betsy Ross sew the first flag?
Explain your answer.
Geography in History
http://www.wpi.edu/Academics/Depts/MilSci/
BTSI/ocoka.html
http://www.wpi.edu/Academics/Depts/MilSci/
BTSI/Lexcon/batmap.html
After reviewing the concepts of O.C.O.K.A.
as used in modern terms, and viewing a map
of the territory, explain why the geography
of Lexington favored the British forces and
why Concord favored the Patriots.
Strand 2: People in Societies
Unit/Lesson: Cultural Contact
Objectives: 1) Compare cultures on three
continents
2) Discuss impact of initial contacts
3) Compare differing views of one
historical development
Cultures of Three Continents
http://members.aol.com/ntgen/hrtg/engl.html
A history of European Puritans
http://www.si.umich.edu/CHICO/Schomburg/
A history of Africans in America
http://www.crystalinks.com/iroquois.html
A history of the Iroquois Nation
Activity: Choose a population noted above and on the
appropriate map, chart their arrival and growth in the
North American continent.
Impact of Initial Contact and
Differing Views of an Event
http://www.newint.org/issue226/keynote.htm
http://news.bbc.co.uk/1/hi/world/americas/192
240.stm
Activity: After reading these articles on
Columbus, the class will discuss the
positive and negative aspects of European
“discovery” and exploitation of resources.
Strand 3: World Interactions
Unit/Lesson: The War of 1812
Objectives: 1) Utilize geographic resources
2) Explain mapped/graphed data
3) Explain political barriers and
inducements
4) Recognize political ideas as they
transcend boundaries
Using and Explaining Data from
Geographic Resources
http://library.thinkquest.org/22916/e
xatlas.html
http://www.geoamericas.com/view_
maps/war-1812.asp?type=flash
Activity: Using these maps, describe
in detail the movement of troops
in the battle of Queenston
Political Barriers
and Inducements
http://home.earthlink.net/~gfeldmeth/chart.18
12.html
http://memory.loc.gov/ammem/award99/icuht
ml/fawhome.html
Activity: Explain the difficulties in the United
States as they became involved in the
European struggle for power and the drive
to expand to the West.
Transcendence of Political
(and Musical) Ideas
http://www.bcpl.net/~etowner/anacreon.html
http://www.mexonline.com/grito.htm
Activity: Mexico gained strength to declare
independence because of her neighbor to
the north (US). We borrowed songs from
other countries to express political views.
Think of other examples where people
import ideas from other cultures.
Strand 4: Decision Making
and Resources
Unit/Lesson: Labor in Antebellum United States
Objectives: 1) Define an economic system
2) Three fundamental economic
questions
3) Identify governmental influences
on economic activity
American Economic
Systems
http://www.dartmouth.edu/~mkohn/Ex.pdf
http://65.107.211.206/economics/laissez.html
http://www.kentlaw.edu/ilhs/curricul.htm#4
http://libwww.syr.edu/digital/collections/j/JohnHump
hreyNoyes,ThePutneyCommunity/chap17.htm
(Especially noteworthy in this last citation is a mention of the
socialist experiment in Yellow Springs, Ohio, 1825, (p. 153))
Activity: Describe what you see that defines an
economic system based on the above readings.
Three Fundamental Questions
?
What to produce?
http://www.usda.gov/history2/text5.htm
?
How to produce?
http://www.bergen.org/technology/indust.html
Who receives benefits of production?
http://www.widerquist.com/usbig/cunliffeerreygers.pdf
?
Governmental Influences
http://www.myhistory.org/historytopics/articl
es/tarriff.html
http://www.bcpl.net/~etowner/battle.html
Activity: Tariffs and blockades
are two examples of how a
government can interfere with
free trade. Make a model of a
customs house or a port being
blockaded.
Strand 5: Democratic Processes
Unit/Lesson: The Constitution
Objectives: 1) Locke and Jefferson
2) A contract with provisions
3) 1787 Constitutional Convention
4) Bill of Rights
5) Division of powers
6) Voting qualifications – Ohio
7) Political Parties in Ohio
Locke and Jefferson
http://www.utm.edu/research/iep/l/locke.htm#
Two%20Treatises%20of%20Government
http://memory.loc.gov/ammem/mtjhtml/mtjqu
ote.html
Activity: Cite at least three quotations from
Locke or Jefferson and tell why you agree
or disagree with them.
Contract with the People
http://www.opinioneditorials.
com/guestcontributors/baile
y_20021107.html
Activity: Write your own
“letter to the editor” giving
your views on government
as a contract with “the
people.”
1787 Constitutional Convention
http://www.thisnation.com/library/madison/in
dex.html
Activity: Select one
of the debates on the
website and tell
three reasons you
are “for” or
“against.”
Articles of the Constitution
http://www.law.cornell.
edu/constitution/const
itution.overview.html
Activity: Take the class
quiz on the basic
contents of the
Articles of the
Constitution
Bill of Rights
http://www.archives.gov/exhi
bit_hall/charters_of_freedo
m/bill_of_rights/amendment
s_1-10.html
Activity: Select the
guaranteed right which
means the most to you. In a
three paragraph essay, tell
why it is important to you.
Division of Powers
http://www.jmu.edu/madison/gpos225madison2/divispower.htm
Activity: Develop a chart which shows the
division of powers between the three
branches of government, and a second chart
which shows the division of powers
between Federal, State and local levels.
Ratification of the Constitution
http://www.thisnation.
com/facts/ratificatio
n.html
Activity:
Memorization of the
“mental pictures”
(mnemonic devices)
for the order of
ratification.
Voting Qualifications
http://www.wfu.edu/~zulick/340/340suffrage.
html
http://www.state.oh.us/sos/VotingFAQ.htm#re
gistering
Activity: Identify the qualifications to vote
and the Congressional district in which you
live.
Political Parties
in Ohio
http://www.ohiodems.org/demlink.htm
http://www.ohiogop.org/
Activity: Do you affiliate yet with a particular
party, or do you consider yourself an
“independent”? How did you make your
choice?
Strand 6: Citizenship Rights
and Responsibilities
Unit/Lesson: Tippecanoe and Tyler Too
Objectives: 1) William Henry Harrison
2) Tecumseh and Native rights
William Henry Harrison
http://www.whitehouse.gov/
history/presidents/wh9.ht
ml
Activity: Explain the
election slogan
“Tippecanoe and Tyler
Too”
Tecumseh and Native Rights
http://www.ohiokids.org/
ohc/history/h_indian/p
eople/tecumseh.html
Activity: Compare the
story of Tecumseh
with any other Native
American who fought
against injustice.