From the Ohio Hills

Hist ory From the Ohio Hills

I n t e r a c t i v e W e b S i t e

T e a c h e r R e s o u r c e s G u i d e

History

People in Societies

Geography Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

A n I n t e r v e n t i o n R e s o u r c e Aligned with Ohio Social Studies Academic Content Standards

Produced for Students in Grades 4-5 by The WOUB Center for Public Media Athens, Ohio

Credits & Acknowledgements:

Project Manager: Executive Producer:

Fred Charles Harner, M.A. Mark Brewer, MPA, Associate Director eTSEO Executive Director WOUB Center for Public Media

Project Advisory Team: Project Advisory Team:

Alexis Seebaugh Dee Ruhland Grade 4 Social Studies Instructor Grade 4 Instructor Belpre City Schools Marietta City Schools

Cheryl Waybright Robin White Grade 4 Social Studies Instructor Grade 4 Social Studies Instructor Belpre City Schools Belpre City Schools

eTSEO Project Consultant: Contact Information:

Jayne Stehle, M.A. For more information about History from the Elementary Teacher (Retired) Ohio Hills or to request a teacher training Marietta City Schools session, please contact eTSEO 740.593.6572 – [email protected] 528.5 Richland Avenue Athens, OH 45701

WOUB Center for Public Media 740.593.1771 – [email protected]

History from the Ohio Hills 2 Acknowledgements

History from the Ohio Hills

Table of Contents

Acknowledgements...... 2

Introduction ...... 4 Project Introduction...... 4 Interactive Web Site Overview ...... 4 Teacher Resources Guide Introduction...... 6

History ...... 9 Quizzes & Worksheets ...... 19

People in Societies ...... 25 Quizzes & Worksheets ...... 37

Geography ...... 41 Quizzes & Worksheets ...... 52

Economics ...... 62 Quizzes & Worksheets ...... 72

Government ...... 83 Quizzes & Worksheets ...... 88

Citizenship Rights and Responsibilities ...... 95 Quizzes & Worksheets ...... 101

Social Studies Skills and Methods ...... 107 Quizzes & Worksheets ...... 110

Ohio Academic Content Standards ...... 120 Activity Content Correlations...... 125

History from the Ohio Hills 3 Table of Contents History from the Ohio Hills

Project Introduction

History from the Ohio Hills is a multimedia project. Its main component is an interactive web site that supports Ohio’s Grade 4 social studies curriculum. The web site is designed for students to use individually or in small groups. It will be valuable to 4th graders who are learning about Ohio and to 5th graders who are reviewing the 4th grade social studies curriculum in preparation for the 5th grade Ohio Social Studies Academic Achievement Test. The web site may also be appropriate for students in other grades depending upon the goals of the educational experience.

This project was created because research utilizing Ohio Department of Education data, including results from the first year Grade 5 Social Studies Academic Achievement test, indicated that 5th grade students lag behind their required social studies performance standards.

Ohio’s goal is for 75% of the students in each school building to score at proficient or better than proficient in each academic content area: reading, writing, mathematics, social studies, and science. Only 20% of Ohio school buildings that housed and tested 5th graders met the goal for Social Studies. In comparison, 67% of the schools met the Ohio Goal in Reading. Ohio’s 3rd and 4th graders are not currently given a Social Studies Academic Achievement test.

36% of all of Ohio’s individual Grade 5 students scored as proficient or better than proficient in Social Studies. eTSEO’s eighteen county region of southeastern Ohio proficiency rating was almost identical with 37% of Grade 5 students scoring as proficient or better than proficient in Social Studies.

Analysis of the Grade 5 Social Studies Academic Achievement test indicated that 37% of the questions directly addressed 4th Grade Ohio Social Studies content. An additional 19% of the questions addressed Ohio Social Studies content taught between Grades 3 and 5.

History from the Ohio Hills targets all of the Ohio Academic Content Social Studies Standards: History, People in Societies, Geography, Economics, Government, Citizenship Rights and Responsibilities, and Social Studies Skills and Methods.

Interactive Web Site Overview

The History from the Ohio Hills Interactive Web Site (http://www.woub.org/hoh) is the heart of the History from the Ohio Hills multimedia project. The site is divided into two main sections: one for students and one for teachers. History from the Ohio Hills for Students: The student section of the History from the Ohio Hills is the interactive web site’s main interface. It is separated into two major sections: the content area and the quiz area. Student Content Area: Students interact with multimedia in the content area. Interactive content is provided in the form of text, images, and video segments produced by the WOUB Center for Public Media. There is also some multimedia content from external web sites. Ohio Educational Technology Agencies and their related Ohio Public Broadcasting Stations developed all of the external content specifically for Ohio students.

History from the Ohio Hills 4 Introduction All content is aligned with Ohio Social Studies standards, benchmarks, and indicators. It is divided into these Ohio Social Studies Academic Content Standards: History; People in Societies; Geography; Economics; Government; Citizenship Rights and Responsibilities; and Social Studies Skills and Methods. Each standard is further subdivided into small groups of indicators based upon the divisions listed in Ohio’s Social Studies Standards. For example, History is divided into Chronology, Growth, and Settlement, and Geography is divided into Location, Places and Regions, Human Environmental Interaction, and Movement. Students may move among the selections as they wish or work through the materials in the order they are listed. Student Quiz Area: In the quiz area, students test their knowledge of Ohio Social Studies Academic Content Standards via interactive quizzes. All seven Social Studies content standards are tested and the History from the Ohio Hills interactive web site randomizes the quiz questions for each content standard. Students sitting at side-by-side computers are very unlikely to see the same quiz question at the same time. Each quiz has ten questions and the questions are provided in a variety of styles such as multiple choice, drag and drop, true/false, and hot spots.

Immediate feedback is provided to the student indicating if his or her answer was correct or incorrect. A side tab can show/hide a screen which shows the student his or her correct (green checkmark)/incorrect (red x) status for all ten questions at any time during the quiz. At the end of the quiz, the student is given a percent score and provided the opportunity to review each of the quiz questions and all of the correct answers. A student may retake a quiz at any time. Teachers who want a record of their students’ scores may make a note of a student’s score when the results are displayed on the computer monitor. There is no record keeping system built into the web site. History from the Ohio Hills Web Site Teachers Resources Area: Teacher resources are readily available from the History from the Ohio Hills interactive web site. Resources include worksheets, activities, quizzes and web resources. A button at the bottom of each student page links to the teacher resources. There are a few resources in the printable version of the History from the Ohio Hills Teacher Resources Guide that cannot be accessed directly from the web site. Printable Adobe Acrobat PDF files that contain all resources are available at the web site.

The History from the Ohio Hills teacher resources are divided into the following sections:

. Project Introduction . Teachers Resources Guide Introduction . Standards Resources for History, People in Societies, Geography, Economics, Government, Citizenship, Rights and Responsibilities, Social Studies Skills and Methods • Benchmarks • PDF Downloads • Complete Teacher Resources Guide for the Standard • Printable Worksheets (with answers) • Quizzes (with answers) • Suggested Classroom Activities • Web Links • Distance Learning Opportunities • Field Trip Suggestions • Trade Book Connections . Content References . Grade 4 Ohio Academic Content Standards . Classroom Activity Ohio Academic Content Standard Correlations

History from the Ohio Hills 5 Introduction History from the Ohio Hills Teacher Resources Guide

The History From the Ohio Hills Teacher Resources Guide materials are organized into seven sections corresponding to the Ohio’s Social Studies Content Standards: History, People in Societies, Geography, Economics, Government, Citizenship Rights and Responsibilities, and Social Studies Skills and Methods. Most of the content in this guide is available through the History from the Ohio Hills interactive web site. Printable Adobe Acrobat PDF files are available for download from the History from the Ohio Hills Interactive web site for each of the seven sections. Printable worksheets and quizzes are also available as separate Adobe Acrobat PDF files. Each section has the following divisions:

Ohio Social Studies Academic Content Correlation Information Grade 3-5 Social Studies Benchmarks are listed for each standard. Grade 4 Ohio Standard Indicator Codes (OSIC) are also listed. The complete text of all Grade 4 standards, benchmarks, and indicators is located in the History from the Ohio Hills Teacher Resources Guide section titled: “Ohio Grade 4 Social Studies (2002) Academic Content Standards, Benchmarks, and Indicators.” Classroom Activities Each suggested classroom activity is correlated to its applicable Ohio Content Indicators in Social Studies, English Language Arts, Mathematics, Science, and/or Fine Arts. Ohio Standard Indicator Codes (OSIC) are listed in each section. The complete text of each correlated Grade 4 indicator is listed in the History from the Ohio Hills Teacher Resources Guide section titled: “Classroom Activity Content Standard Correlations.” Vocabulary Word Bank Social Studies terms, with definitions and parts of speech, are given for each section and are specific to that content standard. Vocabulary quizzes for each standard were drawn from the word banks but not every word is used for the quizzes. Educators may use the word banks as a resource to meet the needs of students of different abilities. The word banks are not a part of the History from the Ohio Hills interactive web site. Web Resource Links for Teachers The Internet resource links for each section are specific to that Ohio Social Studies Content Standard. The web sites listed are D3A2 (Data Driven Decisions for Academic Achievement) compliant in that they permit educators to locate educational resources and lesson plans specific to individual Ohio Social Studies indicators. Video Programming Available through the eTSEO Catalogue Instructional video programming is available on a non-broadcast basis as listed in eTSEO’s Annual Multimedia Catalog. The catalogs are distributed to all schools in eTSEO’s eighteen-county region each fall. Contact eTSEO’s Video Duplication Center (VDC) for copies of the videos via email: [email protected], phone: (740) 593-6572, or mail: eTSEO, 528.5 Richland Avenue, Athens, OH 45701. The eTSEO programs are not listed on the History from the Ohio Hills interactive web site. Distance Learning Opportunities There are numerous exemplary Ohio Distance Learning events that target Ohio’s Social Studies curriculum. One or more session recommendations are listed for each social studies standard. Schedule events for a video- equipped room at your school, your Educational Service Center, State Support Team facility, or other area location.

History from the Ohio Hills 6 Introduction Field Trip Suggestions Many Ohio locations that are key to Grade 4 Ohio Social Studies concepts are close enough to visit in person. Some sites have Internet virtual field trips available. All of the field trip suggestions given for each standard have one or more site links and Social Studies content related links. • Facility Links: These links provide information about the site’s hours of operation, admission fees, location, and general information. • Social Studies Connection Links: These links provide information about the tie-ins between the field trip site and Ohio’s Academic Content Standards for Social Studies. Social Studies Trade Book Connections Two sources for trade books are detailed in each section. • The Ohio Resource Center’s (ORC) Social Studies Trade Books bibliography for Grades 3-5. • The National Council of Social Studies’ (NCSS) Notable Social Studies Trade Books for Young People. The NCSS provides yearly, annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by NCSS and assembled in cooperation with the Children's Book Council (CBC). Question Banks – with answers The question banks were written to provide the History from the Ohio Hills interactive web site development team the maximum amount of information possible for each Grade 4 Social Studies indicator. Many questions have more than one answer so that the developers could use them to create a variety of interactive question styles: multiple choice, matching drag and drop, fill in the blank, hotspot, numeric, sequence drag and drop, and others.

Question banks are included for the following standards: History, People in Societies, Geography and Economics. For the other standards (Government, Citizenship Rights and Responsibilities, and Social Studies Skills and Methods), all of the developed questions were used in the content quiz at the end of the standard’s section. None of the Question Banks are a part of the History from the Ohio Hills interactive web site.

If you choose to use the Question Bank questions directly with your students, explain that some questions have more than one correct answer. Vocabulary Quizzes The vocabulary quizzes may be used as pre-tests and/or post-tests. The quizzes were developed from the terms in each section’s word bank. Some sections have two separate quizzes. Answer keys are provided for each quiz. Worksheets or Content Quizzes The following printable worksheets and content quizzes are provided:

History: • “The Northwest Territory” • True/False Activity or Quiz • “Railroads and Canals” • Venn Diagram Activity or Quiz

People in Societies • “Celebrations, Festivals, and Holidays” • Matching Activity or Quiz

History from the Ohio Hills 7 Introduction Geography • “The Changing Environment” [Human change or natural change] • Sorting Activity or Quiz • “Resource Regions” • Map and True/False Activity or Quiz • “Crop Yields – Per Acre” • Map Activity or Quiz Economics • “Income and Expenses” • Sorting Activity or Quiz • “Productive resources and Specialization” • Content Quiz

Government • “Government” • Multiple Choice Quiz • “Ohio’s Constitution” • Matrix Activity or Quiz

Citizenship Rights and Responsibilities • “Rights and Responsibilities” • Multiple Choice Content Quiz • “Personal Responsibly” • Writing Activity (No answer key provided.)

Social Studies Skills and Methods • “Problem Solving/Decision Making Process” • Activity or Quiz • “Social Studies Skills and Methods” • Multiple Choice Quiz

History from the Ohio Hills 8 Introduction S01. History

Ohio Social Studies Grade 3-5 Benchmarks

A. Construct time lines to demonstrate an understanding of units of time and chronological order. (Chronology) • Y2003.CSS.S01.G03-05.BA.L04.I01 B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. (Settlement) • Y2003.CSS.S01.G03-05.BB.L04.I02 • Y2003.CSS.S01.G03-05.BB.L04.I03 C. Explain how new developments led to the growth of the United States. (Growth) • Y2003.CSS.S01.G03-05.BC.L04.I04 • Y2003.CSS.S01.G03-05.BC.L04.I05 • Y2003.CSS.S01.G03-05.BC.L04.I06 Classroom Activities

Activity #1 Social Studies: Chronology: Y2003.CSS.S01.G03-05.BA.L04.I01 Mathematics: Measurement: Y2003.CMA.S02.G03-04.BB.L04.I05 Fine Arts: Visual Art: Y2003.CAV.S01.GKG-04.BD.L04.I04 and I05

Create a time line on a bulletin board or classroom wall that is large enough to be seen from any location in the room. Students can create their own symbols for each event studied under the settlement benchmark. Resize the symbols to match the scale of the timeline, transfer them to sturdy paper, cut them out and mount them in their correct positions on the timeline. Ideas:

• The inventions of Ohio inventors. • The major events in Ohio’s progress from territory to statehood. • The eras of Ohio’s prehistoric Native American cultures. • The eras of Ohio’s changing transportation methods. • The different kinds of boats and watercraft that have traveled Ohio’s waterways since 1700.

Variation: Work with the children and create timelines online at xTimeline: http://www.xtimeline.com/. Create a free account then create new timelines as desired.

Activity #2 Social Studies: • Settlement: Y2003.CSS.S01.G03-05.BB.L04.I03 • Growth: Y2003.CSS.S01.G03-05.BC.L04.I04, Y2003.CSS.S01.G03-05.BC.L04.I05 Writing: Y2003.CEW.S02.G04-07.BA.L04.I05

Journal Writing • After discussing an event, have the students write a brief description of the event in their journals. Students could comment on why the event was important, what could have resulted if the event had not taken place, what they would like to change about the event or its results, or what their reaction would have been if they had lived at that time.

History from the Ohio Hills 9 S01 History Activity #3 Social Studies: • Settlement: Y2003.CSS.S01.G03-05.BB.L04.I02 • Obtaining Information: Y2003.CSS.S07.G03-05.BA.L04.I01 and I03

The names of many Ohio towns and rivers originated from Indian words. Our state name possibly comes from an Iroquois word “oyo” meaning a beautiful river. List rivers, towns, and cities in your county and research the origin of each name.

Activity #4 Social Studies: • Settlement: Y2003.CSS.S01.G03-05.BB.L04.I02 and I03 • Growth: Y2003.CSS.S01.G03-05.BC.L04.I04, I05 and I06 Writing: Y2003.CEW.S02.G04-07.BA.L04.I05 Fine Arts: Theater: • Communication: Y2003.CAT.S02.GKG-04.BA.L04.L01, Y2003.CAT.S02.GKG-04.BB.L04.I04, Y2003.CAT.S02.GKG-04.BD.L04.I06 • Applications: Y2003.CAT.S05.GKG-04.BA.L04.I02 and Y2003.CAT.S05.GKG-04.BB.L04.I03

Pioneer children made shadow puppets to make their stories come alive. Write a story about what life might have been like during one of the settlement events, settlers entering the Northwest Territory, the Frontier Wars of the 1790s, a canal boat adventure, etc. Share your pioneer puppetry with another class.

Puppets: Draw the story characters on poster board or cardboard and cut them out. Tape an ice cream or craft stick to the back of each character. To make moving parts, cut out the parts separately. Attach using brass fasteners and tape on a separate stick to each part that will move. Note: Legs (and arms) could be cut in two sections – thigh and lower leg – and connected with a brass fastener at the knee before they are attached to the body of the puppet.

Puppet Theater Screen: Cover a large, open, sturdy picture frame with muslin and attach it to a base so that it will stand independently on a table. Staging: Place a lamp about three feet behind the table and put the screen on the edge. You may wish to tape bulletin board paper or cloth around the table to hide puppeteers during the play.

Casting Shadows: Hold the characters flush with the back of the screen while hiding the puppeteers’ bodies below the edge of the table. Move the ice cream/craft sticks to make the puppets move as the story is told. Move the lamp closer/farther from the screen as needed. Adjust the lighting in the room as needed.

Word Bank

Part of Term Definition Speech agricultural adjective having to do with using the land to grow crops and raise livestock like cattle, hogs, and chickens British/English noun related to any of people who come from England (also know as Great Britain) or to their way of life cause noun a reason for doing something or for feeling something

History from the Ohio Hills 10 S01 History

Part of Term Definition Speech century noun a time period that lasts 100 years claim noun the legal right to own a piece of land conflict noun a struggle, battle, or disagreement over an idea or object decade noun a time period that lasts 10 years effect noun a change that occurred as a direct result of action by somebody or something European adjective related to any of the countries of Europe, or to the people from those countries or to their way of life frontier noun the part of a country where pioneers are just beginning to move in and settle down interval noun period of time between one event and the next; distance between one thing and another political adjective relating to the idea or practice of forming and running groups connected with the government progressed verb moved forward or onward; developing or improving something step by step status noun the position, rank, or standing of one person or thing when it is compared to another person or thing in the same group or society term noun a word or phrase used to mean something particular territory noun an area of a country that is not yet a state or province but that does have a separate, organized government

Web Links

InfOhio • http://www.infohio.org • InfOhio's state-funded resources are available to all Ohio K-12 students and teachers. Use the Grade K-5 resource components. • Digital Video Collection. The videos can be watched online or downloaded to your computer. o Ohio River Series: “Early Explorers” (Ohio history from LaSalle to Tecumseh.) o Our Ohio series: “When Canals Ran Through It”. o 19th Century Turning Points in US History series: . “1811 Battle of Tippecanoe” . “1825 Erie Canal Completed” . “1879 Thomas Edison Demonstrates the Incandescent Lamp” o 20th Century Turning Points in US History series: “1903 Wright Brothers Fly Kitty Hawk” • American National Biography • Britannica Online • Kids Search

Ohio Social Studies Resource Center • History Standard: http://www.ossrc.org/standard.php?rec=1 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

History from the Ohio Hills 11 S01 History Ohio Instructional Management System Model Lessons: • http://ims.ode.state.oh.us • Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. • History Model Lessons include: o Grade 3: “Changes in the Community” o Grade 4: “Ohio Inventors” o Grade 5: “American Indian Cultural Regions,” “Creating and Analyzing Timelines,” “Our Heritage,” and “Welcome to North America”

Ohio Treasure Chest of Technology Resources • Social Studies web site: http://www.ohiotreasurechest.org/cgi-bin/course_list.pl?content_area=CSS • The Ohio Treasure Chest is an online collection of thousands of web sites that are high quality, teacher- reviewed, interactive, and free. The Social Studies web site is aligned directly to the Ohio Academic Content Standards and is ready for use in your classroom. The site is organized first by grade level, then by standard, and finally by indicator. Entries are divided into web resources and lesson plans. North Canton City Schools’ Technology Integration Specialist Eric Curts administers this site.

PowerMediaPlus • http://www.powermediaplus.com • PowerMediaPlus.com is a media on demand service provided free of charge to all schools in the 18 counties served by eTSEO. The service is provided by the WOUB Center for Public Media. Teachers and students have access to thousands of multimedia components across all media types—all created specifically for the classroom. • Westward Expansion for Students: Ohio Boatman & the Pioneering Farmers video series: o “Old Northwest Territory” o “Ohio River” o “Canal Building” o “The Great Migration” eTSEO Programs

• American Scrapbook: “The First Americans” • Celebrating 100 Years of Flight: “The Wright Start” • Club Write: “Journal Writing” • It Happened Here: “Ohio Canals,” “Schoenbrunn [Village],” “The First Ohioans,” “The Last Indians to Leave Ohio,” “Transportation in Ohio,” and “Village of the Western Reserve.” • Ohio Stories: “Ohio Indians & Native Americans,” “Settlement & Immigration,” “Transportation [Ohio Canals],” and “Invention & Inventors.” • Shaping Our State: “The First People to See Ohio” and “The New Ohioans.” Distance Learning Opportunities

The Ohio Distance Learning http://www.ohiodl.org web site links users to exemplary distance learning resources and provides a forum for discussing issues relating to video distance learning. Distance learning events are usually held in registered videoconferencing rooms (called Video Rooms). eTech Ohio registers the rooms. Video Rooms are located in many of Ohio’s K-12 schools, at Educational Service Centers, at State Support Team facilities, and in other locations. Each Video Room has a designated room contact and a technical contact person. Distance Learning events are scheduled through the contact people.

History from the Ohio Hills 12 S01 History If your school or community has distance learning equipment but no registered Video Room, the Ohio Distance Learning web site includes video tutorials on how to register a room at eTech Ohio and how to schedule events. The following list includes program titles and their content providers for the History standard.

Cincinnati Museum Center at Union Terminal http://www.cincymuseum.org/educators_researchers/educators/distance_learning/dl_social_studies.asp • North American Indians: Before European Contact • Taming America's Inland Rivers: The Steamboat Era

Cleveland Museum of Natural History http://www.cmnh.org/site/ClassesandPrograms_SchoolPrograms_AtYourSchool_DistanceLearning.aspx • Prehistoric People • Native Americans and Settlers: Encounters in Early Ohio History

Muskingum Valley Educational Service Center http://www.mvesc.k12.oh.us/tap/ • Around Ohio

Ohio Historical Society • http://www.ohiohistoryteachers.org/05/index.shtml • The Truth of the Matter [St. Claris’ defeat – Frontier Wars of the 1790s] • The Debate Over Statehood • Should They Go or Should They Stay? [American Indian removal from the Ohio Territory] • So You Know Ohio? Interactive game show history category: “Which Came First?” Field Trips

Two types of web links are listed for each of the suggested field trip locations. • Facility links lead to touring information about the site. Expect to find information about hours, educational tours, exact location, and background about the site. • Social Studies Connection links lead to historical information about the site. o In some instances these links are site specific. o Most entries reference articles in the Ohio Historical Society’s online encyclopedia Ohio History Central. Ohio History Central encompasses Ohio’s natural history, pre-history, and history. Access Ohio History Central at: http://www.ohiohistorycentral.org.

Campus Martius and the Ohio River Museum • Marietta, Ohio (Washington County) • Facility: o Campus Martius: http://ohsweb.ohiohistory.org/places/se04/index.shtml o Ohio River Museum: http://ohsweb.ohiohistory.org/places/se09/ • Social Studies Connections: Ohio History Central: o Campus Martius o Marietta o Steamboats

Fallen Timbers • Maumee, Ohio (Lucas County) • Facility: http://ohsweb.ohiohistory.org/places/nw04/ • Social Studies Connection: Ohio History Central: Battle of Fallen Timbers

History from the Ohio Hills 13 S01 History Fort Laurens • Bolivar, Ohio • Facility: http://ohsweb.ohiohistory.org/places/ne02/ • Social Studies Connection: Ohio History Central: Fort Laurens

Ohio Museum Listings • Historical Museums of Ohio: http://www.censusfinder.com/ohio-historical- museums.htm#Ohio%20Museums • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

National Inventors’ Hall of Fame • Akron, Ohio (Stark County) • Facility: http://www.invent.org/about_invent_now/4_3_0_museum.asp • Social Studies Connection: Ohio History Central: Charles F. Kettering, Garrett A. Morgan, Granville T. Woods, Orville Wright, Thomas A. Edison, and Wilbur Wright

National Road Museum • Norwich, Ohio (Muskingum County) • Facility: http://ohsweb.ohiohistory.org/places/se07/index.shtml • Social Studies Connection: Ohio History Central: National Road

Ohio Canal Sites • An interactive map with information and photographs show the sites today: http://www.canalsocietyohio.org/ohio_map.html • Social Studies Connection: Ohio History Central: Canals

Ohio Historical Society • Columbus, Ohio (Franklin County) • Facility: http://ohsweb.ohiohistory.org/places/c09/index.shtml o Ohio Historical Society: http://www.ohiohistory.org/

Ohio Rail Tourism Association • An interactive map with information and photographs shows active scenic railroads. • http://ohiorailtourism.org/ • Social Studies Connection: Ohio History Central: Railroads

Ohio Statehouse • Columbus, Ohio (Franklin County) • Facility: http://www.ohiochannel.org/your_state/ohio_statehouse/education/sevc.cfm • Virtual Tour: http://www.ohiochannel.org/your_state/ohio_statehouse/multimedia/virtual_tour.cfm • Social Studies Connection: Ohio Statehouse http://www.ohiochannel.org/your_state/ohio_statehouse/education/capitol_square/statehouse.cfm

Piqua Historical Park • Piqua, Ohio (Miami County) • Facility: http://ohsweb.ohiohistory.org/places/nw13/ • Social Studies Connection: Ohio History Central: Tecumseh

History from the Ohio Hills 14 S01 History Roscoe Village and the Johnson-Humrickhouse Museum • Coshocton, Ohio (Coshocton County) • Facilities: o Village: http://www.roscoevillage.com/schooltours.htm o Museum: http://www.jhmuseum.org/ • Social Studies Connections: o Roscoe Village: http://www.roscoevillage.com/history.htm o Ohio History Central: Canals

Schoenbrunn Village • New Philadelphia, Ohio (Tuscarawas County) • Facility: http://ohsweb.ohiohistory.org/places/ne06/ • Social Studies Connection: Ohio History Central: Schoenbrunn Trade Book Connections

Social Studies Trade Books for Grades 3-5 • The Ohio Resource Center (ORC) • http://www.ohiorc.org/adlit/ip_content.aspx?parentID=217&recID=223 • The web page is organized by Ohio Grades 3-5 benchmarks and lists each book’s author, copyright date, title and publisher. ORC provides a bibliography of trade books compiled by Kathy Buck, Elementary Librarian, Xenia Community Schools.

Notable Social Studies Trade Books for Young People • The National Council of Social Studies (NCSS). • http://www.socialstudies.org/resources/notable/ • Each year the NCSS publishes an annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by National Council for the Social Studies (NCSS) and assembled in cooperation with the Children's Book Council (CBC). One must purchase a membership to the NCSS to view the most recent year’s online book list but past lists are available in downloadable PDF format. • Once a book list file is downloaded and launched, use your PDF viewer’s keyword search/find function to quickly locate appropriate books. • Book lists are organized by Theme Strands. The NCSS strands that match Ohio’s History Standard include: II. Time, Continuity, and Change; and III. People, Places, and Environments. • Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H)

History from the Ohio Hills 15 S01 History History Question Bank - with Answers

A. Chronology: Construct time lines to demonstrate an understanding of units of time and chronological order.

1) Construct a time line that has evenly spaced intervals of time and label the intervals. Place these historical events in their correct locations on the time line.

a) 1788 – Marietta becomes the first legal settlement in the Northwest Territory. b) 1811 – Tecumseh was defeated at the Battle of Tippecanoe. c) 1763 – France gives up its claim of owning Ohio to Great Britain. d) 1825 – Canal building begins in Ohio.

Example:

1750 1775 1800 1825 1850

1763 France gives up 1788 1811 1825 claim to Ohio Territory Marietta Settled Tecumseh Defeated Canal Building Begins

B. Settlement: Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.

2) Before the Northwest Ordinance was passed in 1787, American citizens…

a) … illegally settled in parts of the Northwest Territory. b) … living in the area asked to become the 13th state in the United States. c) … were forced to stay out of Northwest Territory by Germany and its soldiers. d) … in the Northwest Territory were only allowed to settle within 2000 feet of an American fort.

3) Which of the following is a term of the Northwest Ordinance?

a) Freedom of religion. b) Freedom from being sent to jail if you have not been found guilty of a crime. c) Freedom for citizens to make their own laws. d) Freedom from slavery.

4) The Northwest Ordinance said… a) … how new states would be made from the land in the territory. b) … how the territory would be led or governed while it was becoming a state. c) … where and how roads and bridges would be built in the territory. d) … that it was legal for settlers to move to the territory.

History from the Ohio Hills 16 S01 History 5) Which of the following identify a step that Ohio followed as it progressed from a territory to statehood?

a) A constitutional convention was held at Chillicothe and spent nearly a month writing Ohio’s basic laws. b) Ohio officially became the 17th state after the United States Congress approved Ohio’s Constitution. c) The Enabling Act, passed by the United States Congress, set Ohio’s borders and said that Ohio could become a state. d) The Northwest Territory elected its first legislature after a census counted 5,000 free white male settlers who were old enough to vote.

6) Which of the following explains a cause of the frontier wars of the 1790s?

a) Native Americans and settlers both liked music and made musical instruments. b) Native Americans believed that human beings did not own the earth but settlers believed that they could buy and sell land. c) The number of settlers allowed to come to the frontier kept getting larger. d) Native Americans were not able to hunt in areas where they used to hunt.

7) Which of the following explains an effect of the frontier wars of the 1790s?

a) Native Americans and settlers were killed during the fighting. b) Native Americans were not allowed to live or hunt in most of Ohio. c) Native Americans continued to fight to get their land back. d) No settlers moved into the land set aside for Native Americans by the Treaty of Greenville.

8) Weyapiersenwah (also known as Blue Jacket) wanted to drive settlers out of Ohio. He was one of the leaders who defeated Arthur St. Clair’s forces in 1791. But three years later, in 1794, Blue Jacket’s fighters lost the Battle of Fallen Timbers to Anthony Wayne’s forces.

To which cultural group did Weyapiersenwah (Blue Jacket) belong?

a) African American b) British c) Native American d) French

C. Growth: Explain how new developments led to the growth of the United States

9) Which of the following explain how canals and railroads helped make Ohio a more important state economically and politically?

Canals and railroads made Ohio a more important state because…

a) … they made it cheaper, easier, and quicker to get goods to market. b) … they were so expensive to build and operate that Ohio entrepreneurs lost money. c) … they created new jobs. d) … more people moved into Ohio.

10) Which of the following industries grew or increased because of railroads?

a) Cotton growing b) Glass making c) Coal mining d) Flint mining History from the Ohio Hills 17 S01 History 11) Why were canals in Ohio losing business by the 1850s?

a) Canal boats were too expensive to build and keep in good repair. b) Too many trees had been cut down so there was not enough wood for the canal boats’ steam engines. c) Railroads were faster than traveling by canal boat. d) Railroads could be built where canals could not reach.

12) Which of the following explain how canals and railroads changed Ohio?

a) Canals changed some small towns into busy cities. b) New villages and towns grew where before only a few people had lived. c) German and Irish immigrants came to work building canals and railroads. d) Shipping goods on canals and the railroads saved money.

13) Which of the following events happened first?

a) Airplanes carried farm products to markets in New York, Florida, and California. b) Canal boats carried farm products to markets on canals. c) Trains carried farm products to markets on railroads. d) Trucks carried farm products to markets on highways.

14) The railroads that were built in the 1800s were important to Ohio farmers because:

a) Railroads bypassed the larger towns and cities. b) Railroads carried crops to market more slowly than canal boats. c) Railroads carried cattle and their feed directly to the farmers’ land. d) Railroads carried more crops to market than canal boats.

15) Match the following inventors with their inventions.

a) Thomas Edison 1) Electric starter for automobiles, electric cash register b) Charles Kettering 2) Light bulb c) Garrett Morgan 3) Telegraph for moving trains d) The Wright Brothers 4) Airplane e) Granville Woods 5) Traffic signal, Gasmask

A. Thomas Edison – 2. Light bulb B. Charles Kettering – 1. Electric starter for automobiles, electric cash register C. Garrett Morgan – 5. Traffic signal, gasmask D. The Wright Brothers – 4. Airplane E. Granville Woods – 3. Telegraph for moving trains, first electric railway that was powered with electric lines

from above the train

History from the Ohio Hills 18 S01 History History Vocabulary Quiz

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the position, rank, or standing of one person or thing when it is

1. progress compared to another person or thing in the same group or society

B. the part of a country where pioneers are just beginning to move in 2. interval and settle down

C. move forward or onward; developing or improving something step 3. territory by step

D. relating to the idea or practice of forming and running groups 4. decade connected with the government

E. a time period that lasts 100 years 5. effect

F. an area of a country that is not yet a state or province but that does a 6. status have a separate, organized government

G. a struggle, battle, or disagreement over an idea or object 7. conflict

H. a time period that lasts 10 years 8. frontier

I. a change that occurred as a direct result of action by somebody or 9. century something

J. period of time between one event and the next; distance between 10. political one thing and another

History from the Ohio Hills 19 History Vocabulary Quiz History Vocabulary Quiz • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the position, rank, or standing of one person or thing when it is C 1. progress compared to another person or thing in the same group or society

B. the part of a country where pioneers are just beginning to move in J 2. interval and settle down

C. move forward or onward; developing or improving something step F 3. territory by step

D. relating to the idea or practice of forming and running groups H 4. decade connected with the government

I 5. effect E. a time period that lasts 100 years

F. an area of a country that is not yet a state or province but that does a A 6. status have separate, organized government

G 7. conflict G. a struggle, battle, or disagreement over an idea or object

B 8. frontier H. a time period that lasts 10 years

I. a change that occurred as a direct result of action by somebody or E 9. century something

J. period of time between one event and the next; distance between D 10. political one thing and another

History from the Ohio Hills 20 History Vocabulary Quiz History: The Northwest Ordinance

Name: Date:

TRUE or FALSE:

Read each of the following statements about the Northwest Ordinance. Circle TRUE if the statement is true. Circle FALSE if the statement is not true. The Northwest Ordinance of 1878 … TRUE FALSE 1. … was a law passed by the United States Congress.

TRUE FALSE 2. … said that settlers were allowed to move into the Northwest Territory.

TRUE FALSE 3. … told how new states would be formed from the Northwest Territory.

4. … was so hard to use that the United States Congress had to pass a different plan TRUE FALSE for new territories in 1803.

5. … listed the names of each of the five states that were made out of the Northwest TRUE FALSE Territory.

TRUE FALSE 6. … was the constitution of the Northwest Territory.

7. … said that the United States Congress had the right to appoint a governor and TRUE FALSE judges to run the Northwest Territory until settlers could elect their own leaders.

TRUE FALSE 8. … said that a settler had to be a free white male landowner to be able to vote.

TRUE FALSE 9. … said that slavery was against the law in the Northwest Territory.

10. … that 10,000 free men of voting age had to live in a territory before they could TRUE FALSE start electing their own leaders.

TRUE FALSE 11. … said that 60,000 voters had to live in a territory before it could become a state.

TRUE FALSE 12. … said that settlers would have to pay taxes to the United States.

13. … said that a territory had to write a constitution that was acceptable to the U. S. TRUE FALSE Congress before it could become a state.

14. … said that all settlers in the Northwest Territory had to become members of the TRUE FALSE same religious group – the Anglican Church.

15. … said that escaped slaves from the South would be given their freedom as soon as TRUE FALSE they reached the Northwest Territory.

16. … said that, because every child needs an education to become a good citizen, TRUE FALSE schools would be built and teachers hired by the taxpayers of each town and village.

History from the Ohio Hills 21 The Northwest Ordinance History: The Northwest Ordinance • Answer Key

TRUE or FALSE:

Read each of the following statements about the Northwest Ordinance. Circle TRUE if the statement is true. Circle FALSE if the statement is not true.

The Northwest Ordinance of 1787… TRUE FALSE 1. … was a law passed by the United States Congress.

TRUE FALSE 2. … said that settlers were allowed to move into the Northwest Territory.

TRUE FALSE 3. … told how new states would be formed from the Northwest Territory.

4. … was so hard to use that the United States Congress had to pass a different plan for TRUE FALSE new territories in 1803.

5. … listed the names of each of the five states that were made out of the Northwest TRUE FALSE Territory.

TRUE FALSE 6. … was the constitution of the Northwest Territory.

7. … said that the United States Congress had the right to appoint a governor and TRUE FALSE judges to run the Northwest Territory until settlers could elect their own leaders.

8. … said that a settler had to be a free white male landowner to be able to vote. (Men TRUE FALSE did not have to own land to vote. However, did have to own land to hold office.)

TRUE FALSE 9. … said that slavery was against the law in the Northwest Territory.

10. … that 10,000 free men of voting age had to live in a territory before they could start TRUE FALSE electing their own leaders.

11. … said that 60,000 voters had to live in a territory before it could become a state. TRUE FALSE (The residents had to be free but women and children also counted toward the 60,000)

TRUE FALSE 12. … said that settlers would have to pay taxes to the United States.

13. … said that a territory had to write a constitution that was acceptable to the U. S. TRUE FALSE Congress before it could become a state.

14. … said that all settlers in the Northwest Territory had to become members of the TRUE FALSE same religious group – the Anglican Church.

15. … said that escaped slaves from the South would be given their freedom as soon as TRUE FALSE they reached the Northwest Territory.

16. … said that, because every child needs an education to become a good citizen, TRUE FALSE schools would be built and teachers hired by the taxpayers of each town and village.

History from the Ohio Hills 22 The Northwest Ordinance History: Railroads and Canals in Ohio

Name: Date:

Directions: Read the phrases below. Decide which of the two methods of transportation (Canals or Railroads) that each phrase most closely describes. Write the LETTER of the phrase in the correct section of the Venn diagram. If a phrase describes both methods of transportation equally well, write it where the circles overlap.

A. Pulled by animals on a tow-path I. Carried the larger amount of goods at a time B. Created new jobs J. Caused more people to move to Ohio C. Helped Ohioans earn income K. Caused some towns and villages to get bigger D. Still used all over Ohio today L. Could be built in many more places E. Had tracks and rails M. Had locks and dams F. Started in Ohio in 1825 N. Needed coal for power G. Filled with water O. Pulled by steam-powered engine H. Built with human and animal power P. Would freeze over in winter

Canals and Railroads and Canal boats Trains

History from the Ohio Hills 23 Railroads and Canals History: Railroads and Canals in Ohio • Answer Key

A. Pulled by animals on a tow-path I. Carried the larger amount of goods at a time B. Created new jobs J. Caused more people to move to Ohio C. Helped Ohioans earn income K. Caused some towns and villages to get bigger D. Still used all over Ohio today L. Could be built in more places E. Had tracks and rails M. Had locks and dams F. Started in Ohio in 1825 N. Used coal for power G. Filled with water O. Pulled by steam-powered engines H. Built with human and animal power P. Would freeze over in winter

Canals and Railroads and Canal boats Trains

A B D

F C E G H I

M J N P K O

History from the Ohio Hills 24 Railroads and Canals

D S02. People in Societies

Ohio Social Studies Grade 3-5 Benchmarks

A. Compare practices and products of North American cultural groups. (Culture) • Y2003.CSS.S02.G03-05.BA.L04.I01 B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other. (Interaction) • Y2003.CSS.S02.G03-05.BB.L04.I02 • Y2003.CSS.S02.G03-05.BB.L04.I03 Classroom Activities

Activity #1 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Fine Art: Art: Y2003.CAV.S01.GKG-04.BA.L04.I01 and Y2003.CAV.S01.GKG-04.BB.L04.I02

Study designs found on pottery of Native Americans. Obtain clay from a local source, if possible, or make your own (see recipe below). Create a pot and using a stick (or a toothpick) cut a design into it similar to the examples you studied. Be sure to initial the bottom. Allow the pot to dry before handling.

Clay recipe (Yield: 1 pot): Mix 1 cup of flour, 1 cup of salt, and just enough water to moisten into a ball of clay.

Activity #2 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Fine Art: Art: Y2003.CAV.S05.GKG-04.BB.L04.I03 Writing: Y2003.CEW.S02.G03-04.BA.L04.I05

Study petroglyphs left by Ohio’s prehistoric cultures. Brainstorm petroglyphs for common events and objects in the classroom and/or on the playground. Reproduce the petroglyphs so that each student has his/her own copy. Have the students write a story using only the petroglyphs. See if students can “read” each others stories.

Variation: Create clay tablets/plaques and have the students write their stories in the moist clay. Dry the plaques.

Activity #3 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01

Choose one or more cultures and study the tools and building materials the culture(s) used for building houses, hunting for food, preparing meals, etc. Then, have the students create a chart to share what they have learned. One idea is displayed below. Alternative for assessment: Give the students a chart with most, but not all, of the information displayed and ask them to fill in the blanks.

Cultural Group(s) Tool Material(s) Product/Task Adena Needle Deer bone Sewing Hopewell Hoe Deer bone, wood Loosening dirt for planting or weeding

History from the Ohio Hills 25 S02 People in Societies Variation #1: Compare and contrast the tools of historic and prehistoric Indians.

Activity #4 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Mathematics: Measurement: Y2003.CMA.S02.G03-04.BB.L04.I01 and I05

Native Americans taught the settlers how to make deer jerky. Of course, today we also make jerky from other meats. They cut the deer meat into strips, smoked the strips and let them dry in the sun. The jerky would last for months and was easy to carry while they traveled Ohio or hunted for meat in the forests. Prepare a feast of Native American foods including deer jerky, venison roast, rabbit stew, fried or baked squash, parched corn, dried berries, maple sugar candy, sunflower seeds, hickory nuts, and persimmons.

Variation #1: Prepare a feast of exclusively British, French, German, Irish, Latino, Asian, or African American foods. Variation #2: Prepare a feast with one food from each culture (Native American, French, British, German, Irish, Latino, Asian, and African American). Examples: British > shepherd’s pie, Irish > Irish stew, German > oxtail soup. Challenge the students to match the food to its originating culture.

Activity #5 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Science: Physical: Y2003.CSC.S03.G03-05.BA.L04.I01 and Y2003.CSC.S03.G03-05.BB.L04.I04I

Have the students “churn” butter.

Gather materials: 1 cup whipping cream, small jar with secure lid, pinch of salt Churn butter: Place 1 cup of whipping cream into a small jar with a secure lid. Allow it to warm to room temperature. Shake the cream until a clump of butter has formed. Add a scant pinch of salt. Serve on slices of bread.

Activity #6 Social Studies: Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Science: Physical: Y2003.CSC.S03.G03-05.BA.L04.I01 and I04

Ohio’s pioneer settlers made candles from tallow or beeswax to make light for their evening activities in their homes. Here is a recipe for making candles. (CAUTION! Use extreme caution when handling melted paraffin.)

Gather Materials: stove, 48-ounce can, pan large enough to hold can, water to fill the pan to a depth of 2 inches, 2 sticks of paraffin, string: cut into 12 inch lengths for candle wicks and to tie off cooling candles, newspapers, broom handle, two chairs with high backs.

Prepare the workspace: Pour two inches of water into a large pot and place it on low heat. Place two sticks of paraffin into a clean, dry, empty 48-ounce can. Put the can in the pan of water that is being heated. While you wait for the paraffin to melt, place an old broom handle between the slats of two high-backed chairs. Spread newspapers under the chairs were the candles will cool and in the area where the candles will be dipped for easier cleanup of spills.

Dip the candles: Carefully remove the paraffin from the stove and move it to the newspaper- covered area. Lower a length of string into the melted paraffin. Lift it out and hold until it begins to harden. Repeat the process until the candle is the size you desire. Tie the wick onto the broomstick so that the finished candle can cool.

History from the Ohio Hills 26 S02 People in Societies Activity #7 Social Studies: • Interaction: Y2003.CSS.S02.G03-05.BB.G04.I03 • Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 Writing: Communication: Y2003.CEW.S05.G03-04.BA.L04.I01 and Y2003.CEW.S05.G03-04.BD.L04.I03 Technology: • Productivity: Y2003.CTE.S03.G03-05.BB.L04.I03, I04, I05, I06, I07; • Productivity: Y2003.CTE.S03.G03-05.BC.L04.I01, I02, I03 • Applications: Y2003.CTE.S04.G03-05.BB.L04.I03, I04, I05 • Information Literacy: Y2003.CTE.S05.B03-05.BA.L04.I01, I02, I03

Have students interview their parents and grandparents about their family histories. Beforehand, prepare a list of questions that might be asked; acquire permission to record the interviews by audio or video. Questions might include: • From what country (or countries) did you or (your ancestors) immigrate to America – or move to Ohio? • Why did you (or your ancestors) immigrate to America – or move to Ohio? • Can you tell me any stories, traditions, foods, celebrations, or beliefs you (or your ancestors) brought with them to America – or Ohio?

Variation #1: Prepare one or more posters that represent the stories, traditions, foods, and/or celebrations of your personal cultural heritage. Display your poster(s) and discuss them. Ask the students to brainstorm ideas that might demonstrate their own cultural heritage. Have the students prepare posters reflecting their cultural heritage.

Variation #2: Prepare a poster for one of Ohio’s cultural groups. Display the poster and ask the students to identify the culture represented.

Variation #3: Use technology to share the results of the activities mentioned in Variation #1 or #2. Students could take digital photographs or scan artwork. They could use the images to create a slide show presentation or one or more postings to the class’s web or blog site.

Word Bank

Part of Term Definition Speech Adena noun the name given the prehistoric culture that lived in Ohio from 800 B. C. to 400 A. D. African- adjective an American whose ancestors lived in Africa at some time in the past American Amish noun related to the Amish religion, or to the people who follow the Amish religion, or to their way of life Appalachian adjective related to any of the areas of the United States where the Appalachian Mountains are found, or to the people from those areas or to their way of life artifact noun any object made, changed, or used by human beings Asian adjective related to any of the countries of Asia, or to the people from those countries or to their way of life British/English noun related to any of people who come from England (also know as Great Britain) or to their way of life History from the Ohio Hills 27 S02 People in Societies

Part of Term Definition Speech culture noun a way of life European adjective related to any of the countries of Europe, or to the people from those countries or to their way of life expansion noun the increase of a country's size by adding new territory family ties noun the connections or links between people who are related to one another flint noun a very hard, fine-grained stone made of quartz. It can be formed into a cutting edge and it creates sparks when it is struck with steel. Fort Ancient noun the name given the prehistoric culture that lived in Ohio from 1000 to 1650 Hopewell noun the name given to the prehistoric culture that lived in Ohio from 100 B. C. to 400 A. D. hunter - noun a life style in which people get their food by hunting wild animals and gatherer collecting wild plants impact noun the strong effect that something or somebody has Latino adjective related to any of the countries of Latin America, or to the people from those countries or to their way of life manufacturing noun making large amounts of goods; the making of a finished product using raw materials, especially in factories Moundbuilder noun Adena and Fort Ancient people who built mounds of earth to use for burials, ceremonies, and/or for safety obsidian noun a dark natural glass formed when molten lava cools in just the correct way oppression noun the treatment of people in a harsh or cruel manner - usually by a group that claims a higher status practices noun carrying out something according to a person or a groups beliefs, customs, or religion prehistoric adjective the time period before events were first recorded in writing products noun items that are made or created by a person, a machine, or a natural process - especially something that is offered for sale religious adjective relating to people's strongly held beliefs and opinions about God, gods, or spirits

Web Links

InfOhio • http://www.infohio.org • InfOhio's state-funded resources are available to all Ohio K-12 students and teachers. Use the Grade K-5 resource components. • Digital Video Collection. The videos can be watched online or downloaded to your computer. o GeoQuest Great Lakes Region series: “Early Man.” o Ohio River series: . “Early Inhabitants” . “Sunwatch Village Native American Artifacts” . “Native Americans” . “Ohio Amish” . “Underground Railroad” . Episode 121: “First Farmers” . Episode 122: “Adena”

History from the Ohio Hills 28 S02 People in Societies • InfOhio K-5 Resources (continued) o American National Biography o Britannica Online o Kids Search

Ohio Social Studies Resource Center • People in Societies Standard: http://www.ossrc.org/standard.php?rec=2 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

Ohio Instructional Management System Model Lessons: • http://ims.ode.state.oh.us • Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. • People in Societies Model Lessons include: o Grade 3: “Cultural Practices and Products of the Local Community” and “Cultures in the Community” o Grade 4: “Accordion Book for Comparing Cultures” o Grade 5: “African-American Slavery,” and “Exploring Cultural Practices and Products”

Ohio Treasure Chest of Technology Resources • Social Studies: http://www.ohiotreasurechest.org/cgi-bin/course_list.pl?content_area=CSS • The Ohio Treasure Chest is an online collection of thousands of web sites that are high quality, teacher- reviewed, interactive, and free. The Social Studies web site is aligned directly to the Ohio Academic Content Standards and is ready for use in your classroom. The site is organized first by grade level, then by standard, and finally by indicator. Entries are divided into web resources and lesson plans. North Canton City Schools’ Technology Integration Specialist Eric Curts administers this site. eTSEO Programs

• America on the Move: “Migrations, Immigrations, and How We Got There” • American Scrapbook: “North to Freedom” • It Happened Here: “The First Ohioans” • Native Americans and Frontiersmen Series: “Tecumseh” • Ohio Stories: “Ohio Indians & Native Americans,” “Settlement & Immigration”, and “The African- American Experience” • Speaking of History (Oral History) Distance Learning Opportunities

History from the Ohio Hills 29 S02 People in Societies If your school or community has distance learning equipment but no registered Video Room, the Ohio Distance Learning web site includes video tutorials on how to register a room at eTech Ohio and how to schedule events.

The following list includes program titles and their content providers for the People in Societies standard.

Isobel Arvin http://www.cilc.org/program_detail_new.aspx?id=401 • Meet Mrs. Graber, An Amish Woman

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • Ohio’s Mound Building Cultures • Show Me, Tell Me about American Indian Heritage • Should They Go or Should They Stay? [American Indian removal from the Ohio Territory] • Can She Trust You? [Underground Railroad] • So You Know Ohio? Interactive game show cultural groups category: “Likes and Dislikes” Field Trips

Adena • Chillicothe, Ohio (Ross County) • Facility: http://ohsweb.ohiohistory.org/places/sw01/#location • Social Studies Connection: Ohio History Central: Adena Culture

Afro-American Museum and Cultural Center • Dayton, Ohio (Montgomery County) • Facility: http://ohsweb.ohiohistory.org/places/sw13/index.shtml#location • Social Studies Connection: Ohio History Central: African Americans

Flint Ridge • Glenford, OH (Licking County) • Facility: http://ohsweb.ohiohistory.org/places/c01/index.shtml • Social Studies Connection: Ohio History Central: Flint Ridge

Fort Ancient • Oregonia, Ohio (Warren County) • Facility: http://ohsweb.ohiohistory.org/places/sw04/index.shtml • Social Studies Connection: Ohio History Central: Fort Ancient Culture

German Village • Columbus, Ohio (Franklin County) • Facility: http://www.germanvillage.org/ • Social Studies Connection: Ohio History Central: German Immigrants

History from the Ohio Hills 30 S02 People in Societies Hopewell Culture National Park • Chillicothe, Ohio (Ross County) • Facility: http://www.nps.gov/hocu/ • Social Studies Connection: Ohio History Central: Hopewell Culture

Kennedy Museum of Art (Native American Art and Textiles) • Athens, Ohio (Athens County) • Facility: http://www.ohiou.edu/museum/visit.htm • Kennedy Museum: http://www.ohiou.edu/museum • Virtual Presentation: From Sheep to Loom: http://www.ohiou.edu/museum/sheep/

Leo Petroglyph • Leo, Ohio (Jackson County) • Facility: http://ohsweb.ohiohistory.org/places/se05 • Social Studies Connection: Ohio History Central: Leo Petroglyph

Miamisburg Mound • Miamisburg, Ohio (Montgomery County) • Facility: http://ohsweb.ohiohistory.org/places/sw12/ • Social Studies Connection: Ohio History Central: Adena Culture

Multicultural Ohio – Ohio Division of Travel and Tourism • Locate Ohio culture events, festivals, fairs, cook-offs, and showcases. • Regions: Northeast, Northwest, Central, and South. • http://www.discoverohio.com/multicultural/

Newark Earthworks: Great Circle, Octagon, and Wright Earthworks • Newark, Ohio (Licking County) • Facility: o Great Circle: http://ohsweb.ohiohistory.org/places/c08/ o Octagon: http://ohsweb.ohiohistory.org/places/c08/octagon.shtml o Wright Earthworks: http://ohsweb.ohiohistory.org/places/c08/wright.shtml • Social Studies Connection: Ohio History Central: Newark Earthworks

Ohio Museum Listings • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

Seip Mound and Story Mound • Chillicothe, Ohio (Ross County) • Facilities: o Story Mound: http://ohsweb.ohiohistory.org/places/sw17/ o Seip Mound: http://ohsweb.ohiohistory.org/places/sw15/#location • Social Studies Connection: Ohio History Central: Hopewell Culture

Serpent Mound • Bainbridge, Ohio (Adams County) • Facility: http://ohsweb.ohiohistory.org/places/sw16/ • Social Studies Connection: Ohio History Central: Fort Ancient Culture

History from the Ohio Hills 31 S02 People in Societies Shrum Mound • Columbus, Ohio (Franklin County) • Facility: http://ohsweb.ohiohistory.org/places/c12/ • Social Studies Connection: Ohio History Central: Adena Culture

Sunwatch Village • Dayton, Ohio (Montgomery County) • Facility: http://www.sunwatch.org/ • Socials Studies Connection: Social Studies Connection: Fort Ancient Culture

Ohio Historical Society • Columbus, Ohio (Franklin County) • Facility: http://ohsweb.ohiohistory.org/places/c09/index.shtml • Ohio Historical Society: http://www.ohiohistory.org/

Zoar Village • Zoar, Ohio (Tuscarawas County) • Facility: http://ohsweb.ohiohistory.org/places/ne10/ • Social Studies Connection: Ohio History Central: Zoar Trade Book Connections

Notable Social Studies Trade Books for Young People • The National Council of Social Studies (NCSS). • http://www.socialstudies.org/resources/notable/ • Each year the NCSS publishes an annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by National Council for the Social Studies (NCSS) and assembled in cooperation with the Children's Book Council (CBC). One must purchase a membership to the NCSS to view the most recent year’s online book list but past lists are available in downloadable PDF format. • Once a book list file is downloaded and launched, use your PDF viewer’s keyword search/find function to quickly locate appropriate books. • Book lists are organized by Theme Strands. The NCSS strands that match Ohio’s People in Societies standard include: I. Culture; III. People, Places, and Environments; IV. Individual Development and Identity; and V. Individuals, Groups, and Institutions. • Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H)

History from the Ohio Hills 32 S02 People in Societies People in Societies Question Bank – with Answers

A. Culture: Compare practices and products of North American cultural groups.

1) Prehistoric Ohio Paleo-Indian and Archaic cultures such as the Adena and Hopewell needed food to eat. Which of the following describe a way they got food.

a) Buying food in stores b) Hunting animals on plains and in forests c) Fishing in streams and rivers d) Gathering ready to eat foods from nature

2) The Woodland Indians were hunter-gatherers. Which list of foods describes what hunter-gathers eat?

a) Dried deer meat, nuts, berries, and fresh fish b) Beef, corn, squash, and peaches c) Bologna, corn chips, cinnamon buns, and fruit rollups d) Fresh whale meat, oranges, bananas, and broccoli

3) Both pre-historic and historic Ohio Indian cultures hunted for deer. Which of the following describe how they used deer?

a) Clothing, shoes, and shelter b) Food c) Tools like hoes, scrapers, needles or awls d) Thread to sew hides together

4) Prehistoric Ohio cultures made their own tools. Which of the following are tools prehistoric Ohioans used for hunting animals?

a) Bows and arrows b) Guns and bullets c) Spears and atlatls d) Swords and daggers

5) The prehistoric Ohio culture known as the Hopewells traveled long distances to trade flint for things that they could not find nearby. For what did the Hopewells trade their flint?

a) Clothes, hats, and shoes b) Squash, corn, and beans c) Copper, silver, and seashells d) Glass beads, bullets, and steel knife blades

6) Ohio’s prehistoric Archaic Indian culture used flint as a resource. Which of the following is a use of flint?

a) Tightly woven baskets to carry water and food b) Wall supports for homes and shelters c) Cutting and digging tools and weapons d) Coverings for canoe frameworks

History from the Ohio Hills 33 S02 People in Societies 7) What is the difference between the Ohio’s prehistoric and historic cultures?

a) There were no cultural groups living in Ohio during prehistoric times. b) Prehistoric cultures did not leave behind any products for present day Ohioans to find. c) The people of prehistoric cultures wrote nothing down for today’s Ohioans to read. d) During prehistoric times, Ohio’s climate was colder and glaciers covered much of the land.

8) Which of the following are artifacts (or products) of Ohio’s prehistoric Indian cultures?

a) Flint knife b) Deer bone c) Clay pot d) Clam shell

9) Which of the following are historic Ohio Native American cultures?

a) Mingo Ohio’s Prehistoric Cultures: b) Hopewell Paleo, Archaic, Woodland (Hopewell & Adena), Late Prehistoric (Fort Ancient) c) Shawnee Ohio’s Historic Native American Cultures: d) Miami Ottawa, Wyandot, Mingo, Miami, Shawnee, Delaware

10) The first culture to grow crops for food in Ohio were:

a) The Adena b) The Mingo c) The Americans d) The English

11) Which of the following are prehistoric Indian cultures of Ohio?

a) Hopewell Ohio’s Prehistoric Cultures: b) Fort Ancient Paleo, Archaic, Woodland (Hopewell & Adena), Late Prehistoric (Fort Ancient) c) Ottawa Ohio’s Historic Native American Cultures: d) Delaware Ottawa, Wyandot, Mingo, Miami, Shawnee, Delaware

12) Which of the following describe cultural practices of the Amish?

a) Most Amish use the horse and buggy for transportation rather than cars and trucks. b) Most Amish use pins or hooks and eyes to fasten clothing rather than buttons or zippers. c) Most Amish earn a living by farming, making food products, or making products of wood. d) Most Amish choose not to vote or to serve in the military.

13) Which of the following describe practices or products of recent immigrants from Asia?

a) Foods like fried rice and Wonton soup b) Sports like karate and judo c) Religions like Buddhism and Hinduism d) Beliefs like placing a high value on education and praying to ancestors for help and guidance.

History from the Ohio Hills 34 S02 People in Societies B. Interaction: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

14) Which of the following describe how the growth of European and American settlements changed Ohio’s historic Indian cultures?

Native Americans…

a) … lost their homelands and hunting grounds. b) … built new, larger villages and became Ohio’s best coal miners. c) … were captured by the settlers and sold into slavery. d) … became rich from the sales of their inventions.

15) Which of the following cultural groups immigrated to Ohio from the eastern United States?

a) Latinos, African American and Asians b) Paleoindian, Archaic, Adena, and Hopewell c) New Englanders and Pennsylvania Dutch d) British, French, German and Irish

16) Which of the following is a list of countries where Latin American immigrants (Latinos) might have lived before they moved to Ohio? Other Latin American countries: Antigua and Barbuda, Argentina, a) Great Britain, France, Germany Bahamas, Barbados, Belize, Bolivia, Brazil, Chile, Columbia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, b) Nigeria, Egypt, Ethiopia, Sudan Guyana, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, c) Cambodia, China, India Peru, Puerto Rico, St. Kitts and Nevis, St. Lucia, Suriname, St. Vincent d) El Salvador, Guatemala, Haiti and the Grenadines, Trinidad and Tobago, Uruguay, and Venezuela.

17) Ohio coal and clay miners of the 1800s were immigrants from which European countries?

a) France and Italy b) Ireland and Wales c) Spain and Russia d) Egypt and South Africa

18) Why did people from Europe come to live in Ohio after it became a state in 1803? Some Europeans wanted to…

a) … explore the Ohio River. b) … escape being treated unfairly. c) … earn a living. d) … be near family members who had already moved to Ohio.

History from the Ohio Hills 35 S02 People in Societies 19) African Americans came to Ohio during the time of slavery. Which of the following are true statements about African Americans in Ohio at that time?

a) African American slaves passed though Ohio on their way to freedom in Canada. The Underground Railroad helped them. b) Ohio was a slave state. African American Ohioans were born into slavery and stayed slaves until they died. c) African Americans were carried up the Mississippi and Ohio Rivers to Cincinnati by steamboat. Slave auctions in Cincinnati sold them to buyers in Canada. d) African American slaves who escaped to Ohio were given their freedom by the General Assembly. They settled down near the first Ohio town or city they reached.

History from the Ohio Hills 36 S02 People in Societies People in Societies Vocabulary Quiz

Name: Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. a dark glass formed by nature when molten lava 1. oppression cools in just the correct way

B. things that are made, changed, or created by 2. products human beings

C. a way of life 3. hunter - gatherer

D. relating to people's strongly held beliefs and 4. prehistoric opinions about God, gods, or spirits

E. a life style in which people get their food by 5. impact hunting wild animals and collecting wild plants

F. goods that are made or created by a person, a machine, or a natural process - especially 6. culture something that is offered for sale

G. the strong effect that something or somebody has 7. family ties

H. the time period before events were first recorded in 8. religious writing

I. the treatment of people in a harsh or cruel manner 9. obsidian - usually by a group that claims a higher status

J. the connections or links between people who are 10. artifacts related to one another

History from the Ohio Hills 37 People Vocabulary Quiz People in Societies Vocabulary Quiz • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. a dark glass formed by nature when molten lava I 1. oppression cools in just the correct way

B. things that are made, changed, or created by human F 2. products beings

E 3. hunter - gatherer C. a way of life

D. relating to people's strongly held beliefs and H 4. prehistoric opinions about God, gods, or spirits

E. a life style in which people get their food by G 5. impact hunting wild animals and collecting wild plants

F. goods that are made or created by a person, a machine, or a natural process - especially C 6. culture something that is offered for sale

J 7. family ties G. the strong effect that something or somebody has

H. the time period before events were first recorded in D 8. religious writing

I. the treatment of people in a harsh or cruel manner - A 9. obsidian usually by a group that claims a higher status

J. the connections or links between people who are B 10. artifacts related to one another

History from the Ohio Hills 38 People Vocabulary Quiz Peoples in Societies Celebrations, Festivals, and Holidays

Name: Date:

Directions:

Match each celebration to the correct culture (bold) or religion (not bold). Write the letter of the culture or religion in the box in front of the celebration. Some letters will be used more than once.

1. Oktoberfest A. African American

2. Christmas B. Asian American

3. Kwanza C. Christian

4. Japanese or Chinese New Year D. German

5. Hanukah E. Hispanic or Latino

6. Juneteeth or Emancipation Day F. Irish

7. Ramadan G. Jewish

8. St. Patrick’s Day H. Muslim

9. Cinco de Mayo I. Native American

10. Powwow

11. Three Kings Day

12. Doll Festival

13. Passover

14. Easter

15. Cherry Blossom Festival

History from the Ohio Hills 39 Celebrations, Festivals, and Holidays Peoples in Societies Celebrations, Festivals, and Holidays • Answer Key

Directions:

Match each celebration to the correct culture (bold) or religion (not bold). Write the letter of the culture or religion in the blank in front of the celebration. Some letters will be used more than once.

D 1. Oktoberfest A. African American C 2. Christmas B. Asian American A 3. Kwanza C. Christian B 4. Japanese or Chinese New Year D. German G 5. Hanukah E. Hispanic or Latino A 6. Juneteeth or Emancipation Day F. Irish H 7. Ramadan G. Jewish F 8. St. Patrick’s Day H. Muslim E 9. Cinco de Mayo I. Native American I 10. Powwow E 11. Three King’s Day B 12. Doll Festival G 13. Passover C 14. Easter B 15. Cherry Blossom Festival

History from the Ohio Hills 40 Celebrations, Festivals, and Holidays S03. Geography

Ohio Social Studies Grade 3-5 Benchmarks

A. Use map elements or coordinates to locate physical and human features of North America. (Location) • Y2003.CSS.S03.G03-05.BA.L04.I01 • Y2003.CSS.S03.G03-05.BA.L04.I02 • Y2003.CSS.S03.G03-05.BA.L04.I03 • Y2003.CSS.S03.G03-05.BA.L04.I04 B. Identify the physical and human characteristics of places and regions in North America. (Places and Regions) • Y2003.CSS.S03.G03-05.BB.L04.I05 • Y2003.CSS.S03.G03-05.BB.L04.I06 • Y2003.CSS.S03.G03-05.BB.L04.I07 C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. (Human Environmental Interaction) • Y2003.CSS.S03.G03-05.BC.L04.I08 • Y2003.CSS.S03.G03-05.BC.L04.I09 D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity. (Movement) • Y2003.CSS.S03.G03-05.BD.L04.I10 Classroom Activities

Activity #1 Social Studies: • Culture: Y2003.CSS.S02.G03-05.BA.L04.I01 • Location: Y2003.CSS.S03.G03-05.BA.L04.I01 and I02 • Human Environmental Interaction: Y2003.CSS.S03.03-05.BC.L04.I09 Mathematics: Measurement: Y2003.CMA.S02.G03-04.BB.L04.I05

Ohio’s Adena people obtained obsidian from the Rocky Mountains. Have your students walk one mile and time the walk. Using a United States map with a mileage key, estimate the distance in miles between your community and the Rocky Mountains. Estimate how many miles one could walk in a day and how many days it would take to walk to the Rocky Mountains. Variation: Do the activity using kilometers.

Activity #2 Social Studies: History and Location: • Y2003.CSS.S01.G03-05.BC.L04.I04 • Y2003.CSS.S03.G03-05.BA.L04.I01, I02 • Y2003.CSS.S03.G03-05.BD.L04.I10 Social Studies: Skills and Methods: Y2003.CSS.S07.G03-05.BA.L04.I01, I03

Research the locations of Ohio’s canals (or early railroads). On an Ohio map, lay out one or more early canals (or early) railroads.

History from the Ohio Hills 41 S03 Geography Variation #1: Identify the towns and cites that are along the route (or routes) today. Variation #2: Use a map with scale to determine the length of each canal and/or the total length of canals in Ohio.

Activity #3 Social Studies: Location: Y2003.CSS.S03.G03-05.BA.L04.I01, I02, I03, and I04

Create a bulletin board sized outline map of Ohio. Have the students add Ohio’s major cities and rivers.

Variation #1 Create a bulletin board sized outline map of Ohio. Have the students fill in Ohio’s major landforms and label them correctly. Ask the students to identify the direction of travel from Columbus to each of the other major cities on the map. Ask students to identify the direction of travel of the water flow in each river. Develop a distance scale for your map and have the students calculate distances between cities. Have the students compare their results for the bulletin board sized map to the distances they calculate (or locate via research) on an Ohio road map.

Calculating scale: • Find a map that already has a scale. Calculate the east/west width of Ohio at a point where the borders are parallel to one another or simply use the fact that Ohio is 220 miles long and 220 miles wide at its most distant points. • Measure the east/west width of Ohio on the bulletin board map in inches. • Divide 220 by the result to find the scale. Example: Bulletin board Ohio measures 57 inches. 220/57 = 3.859 (4 when rounded to the nearest whole number). The scale would be 1 inch = 4 miles.

Variation #2 Create a bulletin board sized outline map of Ohio and its neighbors. Have the students label Ohio’s neighbors accurately and indicate by color which neighbors are not part of the United States.

Variation #3 Create a bulletin board sized outline map of Ohio. Have the students identify Ohio’s manufacturing, agricultural, mining and forestry regions.

Word Bank

Term Part of Definition Speech affected verb acted upon or had an effect on somebody or something bordering adjective touching at the edge cardinal noun the compass directions: north, east, south, and west directions climate noun the average weather in an area over a period of years development noun the process of adding to a basic plan, idea, or event economic adjective having to do with the production and consumption of goods and services for an entire community (or area) when looked at as a whole economic noun things that have to do with or that are part of a region or an area’s entire activity process of making and using goods and services elevation adjective the distance in height above sea level environmental adjective having to do with a living being's surroundings feature noun a part of something that makes it stand out fertilizer noun a natural or manmade substance added to dirt to make plants grow bigger or better History from the Ohio Hills 42 S03 Geography

Term Part of Definition Speech forestry noun the science of planting and caring for forests often with the goal of cutting down the trees to produce timber products glaciation noun the process of glaciers or masses of ice covering the land herbicide noun a chemical product added to dirt to kill plants or stop them from growing. Herbicides are used to kill weeds human feature noun a part of something that makes it stand out which has been made by human beings rather than by nature industry noun made up of businesses that sell certain products and services - Examples: glass industry, steel industry influence verb effect or make a change in a person, place or thing intermediate noun the compass directions: northeast, northwest, southeast, and southwest directions landform noun a natural physical feature of the earth's surface - Examples: valley, mountain, plain linear adjective relating to a straight line location noun the place, site, or position of something manufacturing noun making large amounts of goods; the making of a finished product using raw materials, especially in factories natural noun something that occurs in nature which can be used by people - Examples: resources coal, wood, water patterns noun regular or repeating designs, forms, orders, arrangements, ideas, or plans pesticide noun a chemical product used to kill pests, especially insects physical adjective existing in the real world and able to be touched and seen physical noun a part of the real world that has specific characteristics that identify it as a feature separate type or kind - Examples: rivers, deserts, rainforests, lakes population noun total number of a certain group (usually people) who live in an area, region, or country process noun a series of actions or natural happenings that move a person, place, or thing toward a change or toward a goal region noun a large land area that has characteristics that make it different from other areas relative adjective located, measured, or compared with each other resources noun somebody who or something that is useful, helpful, or has information you want to know transportation noun the act or business of carrying people or goods from one place to another vegetation noun plants; the plants that naturally grow in a particular region or place weathering noun the breaking down of the surface of the earth by forces of the weather like frost, wind, and rain

History from the Ohio Hills 43 S03 Geography Web Links

Ohio Department of Natural Resources (ODNR) • A quicker way to access valuable resources at the ODNR is to navigate directly to a division. Navigating to the ODNR homepage can be slow. • Ohio Geological Survey: http://www.drn.state.oh.us/geosurvey o Educational Resources o Interactive Maps • Division of Forestry http://www.dnr.state.oh.us/forestry o Information and Education • Other ODNR Divisions with http://www.dnr.state.oh.us/ URL suffix: o Mineral Resources Management (/mineral), Natural Areas and Preserves (/dnap), Parks and Recreation (/parks), Recycling and Litter Prevention (/recycling), Soil and Water Conservation (/soilandwater), Water (/water), Watercraft (/watercraft), Wildlife (/wildlife).

Ohio State Extension Service • http://extension.osu.edu/ • Navigate to the Ohio State Extension Service web site. Major headings are on the right margin. See especially information on Crops and Livestock, Natural Resources and Environment, and Business and Economics.

Ohio Social Studies Resource Center • Geography Standard: http://www.ossrc.org/standard.php?rec=3 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

History from the Ohio Hills 44 S03 Geography • Geography Model Lessons include: o Grade 3: “Discovering the Local Community” and “Systems of Transportation and Communication” o Grade 4: “Changes in Ohio Environments” o Grade 5: “Absolute Location,” “Defining Regions,” and “Regional Diary”

PowerMediaPlus • http://www.powermediaplus.com • PowerMediaPlus.com is a media on demand service provided free of charge to all schools in the 18 counties served by eTSEO. The service is provided by the WOUB Center for Public Media. Teachers and students have access to thousands of multimedia components across all media types—all created specifically for the classroom. • Just the Facts Learning: Our American Landscape video series: “Ohio” eTSEO Programs

• My America: “What Is a Democracy?” • Shaping Our State: “Ancient Ohio,” “Farming Ohio,” “Footprints in Time,” “Forests and Vegetation,” “Ohio Today,” “Ohio Water,” “Sand, Gravel and Clay,” “Rocks of Ohio,” “The Age of Ice,” “The Beginnings,” and “The Fossil Fuels.”

Distance Learning Opportunities

The following list includes program titles and their content providers for the Geography standard.

Muskingum Valley Educational Service Center http://www.mvesc.k12.oh.us/tap/ • How Geography Influenced the Native Americans • Around Ohio

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • Exploring History: Glaciers, Grooves, Fens and Forts • So You Know Ohio? Interactive game show geography categories: o Places and Faces - Ohio locations and people o Where's Waldo? - Map skills review o Ohio Hodgepodge - Ohio places and people History from the Ohio Hills 45 S03 Geography Field Trips

Agriculture Tour "A Day on the Farm" • Bucyrus, Ohio (Crawford, County) • Facility: http://consumer.discoverohio.com/searchdetails.aspx?detail=58355 • Social Studies Connections: Ohio History Central: Agriculture and Farming in Ohio

Big Muskie Bucket and Miners’ Memorial Park • Near Caldwell, Ohio (Nobel County) • Virtual Tour: http://www.noblecountyohio.com/muskie.html • Social Studies Connections: o Ohio History Central: Coal Mining o Ohio Department of Natural History: http://www.dnr.state.oh.us/tabid/7871/default.aspx Buckeye Furnace • Jackson, Ohio (Jackson County) • Facility: http://ohsweb.ohiohistory.org/places/se02/ • Social Studies Connections: Ohio History Central: Iron Production and Steel Mills

Cedar Bog • Urbana, Ohio (Champaign County) • Facility: http://ohsweb.ohiohistory.org/places/nw02/ • Social Studies Connection: Ohio History Central: Clearing the Land, Ohio Soils, Glacier, and Ice Age Ohio

Glacial Grooves • Kelley’s Island, Ohio (Erie County) • Facility: http://ohsweb.ohiohistory.org/places/nw08/#location • Social Studies Connection: Ohio History Central: Glaciation

Harrison County History of Coal Museum • Cadiz, Ohio (Harrison County) • Facility: http://www.harrisoncountyohio.org/coalmuseum/ • Social Studies Connections: o Ohio History Central: Coal, Coal Mining . Ohio Department of Natural History: http://www.dnr.state.oh.us/tabid/7871/default.aspx

Museum of Ceramics • East Liverpool, Ohio (Columbian County) • Facility: http://ohsweb.ohiohistory.org/places/ne04/#location • Social Studies Connection: Ohio History Central: East Liverpool

History from the Ohio Hills 46 S03 Geography Ohio Ceramics Center • Near Roseville and Crooksville, Ohio (Perry County) • Facility: http://ohsweb.ohiohistory.org/places/se08/ • Social Studies Connection: Ohio History Central: Clay and Shale

Ohio Museums Listings • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

Remarkable Ohio – Ohio’s 1224 Historical Markers – Browse By Category • Find the location of a historical marker near your area. Site includes marker text, location of the marker and photographs. • Mining: http://www.ohiochannel.org/your_state/remarkable_ohio/ o Click “Browse Markers.” A new window opens. o Click “Browse by Category.” A new window opens. o Click “Mining.” • Other Categories include: Agriculture, Industry, and Natural History/Geologic Site. • Social Studies Connections: Ohio History Central: Coal, Coal Mining, Clay and Shale, Iron Production and Steel Mills, Agriculture and Farming in Ohio, Oil Industry, Iron Production, and Early Industrialization.

Youngstown Historical Center of Labor and Industry • Youngstown, Ohio (Mahoning County) • Facility: http://ohsweb.ohiohistory.org/places/ne09/ • Social Studies Connections: Ohio History Central: Meat Packing, Rubber, and Oil. Trade Book Connections

Social Studies Trade Books for Grades 3-5 • The Ohio Resource Center (ORC) o http://www.ohiorc.org/adlit/ip_content.aspx?parentID=217&recID=223 o The web page is organized by Ohio Grades 3-5 benchmarks and lists each book’s author, copyright date, title and publisher. ORC provides a bibliography of trade books compiled by Kathy Buck, Elementary Librarian, Xenia Community Schools.

Notable Social Studies Trade Books for Young People • The National Council of Social Studies (NCSS). o http://www.socialstudies.org/resources/notable/ o Each year the NCSS publishes an annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by National Council for the Social Studies (NCSS) and assembled in cooperation with the Children's Book Council (CBC). One must purchase a membership to the NCSS to view the most recent year’s online book list but past lists are available in downloadable PDF format. o Once a book list file is downloaded and launched, use your PDF viewer’s keyword search/find function to quickly locate appropriate books. o Book lists are organized by Theme Strands. The NCSS strand that matches Ohio’s Geography standard is III. People, Places, and Environments. o Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H)

History from the Ohio Hills 47 S03 Geography Geography Question Bank – with Answers

A. Location: Use map elements or coordinates to locate physical and human features of North America.

1) Which of the following is the correct description of Ohio’s location?

a) Ohio is south of Lake Erie and is bordered by the states: Pennsylvania, West Virginia, Kentucky, Indiana, and Michigan. b) Ohio is north of Lake Erie and is bordered by the states: Pennsylvania, West Virginia, Kentucky, Indiana, and Michigan. c) Ohio is south of Lake Erie and is bordered by the states: New York, Pennsylvania, West Virginia, Kentucky, and Indiana. d) Ohio is south of Lake Ontario and is bordered by the states: Pennsylvania, West Virginia, Kentucky, Indiana, and Michigan.

2) Use the map to identify each of the following Ohio rivers.

Answers: a) Cuyahoga River A. Cuyahoga - 2 b) Muskingum River B. Muskingum - 3 c) Great Miami River C. Great Miami - 4 d) Maumee River D. Maumee - 1

3) Use the scale on a map to estimate the distance between the cities of Cleveland and Cincinnati, Ohio. Which distance is most accurate?

a) 90 miles b) 120 miles c) 140 miles d) 200 miles

4) Use a map to identify the following Ohio cities.

a) Akron Answers: b) Toledo A. Akron – 3. c) Cincinnati B. Toledo – 1. C. Cincinnati – 2. d) Cleveland D. Cleveland – 4.

5) Which of the following correctly identifies the foreign country or countries that border Ohio?

a) Ohio shares its southern border with Mexico. b) Ohio shares its northern border with Canada. c) Ohio does not share a border with any foreign country. d) Ohio is bordered by Canada, New York, Mexico, and West Virginia.

History from the Ohio Hills 48 S03 Geography 6) Look at the map and the list of cites. Match each letter with the correct city.

Answers: a) A Columbus A. Toledo b) B Dayton B. Youngstown c) C Toledo C. Columbus D. Dayton d) D Youngstown

7) In 1787, when the first Americans legally settled at Marietta, Native Americans camped and hunted nearby. After the Battle of Fallen Timbers, Native Americans could live and hunt only in the Greenville Treaty Lands.

Look at the map. In which direction did the Native Americans have to travel to go from Marietta to the Greenville Treaty Lands?

a) Northeast b) Northwest c) Southeast d) Southwest

8) In 1749 New France sent Celeron de Blainville down the Ohio River to claim land. See the map. If de Blainville started near Pittsburg and made a stop at the mouth of the Scioto River, in which direction did he travel?

a) Southwest b) Northeast c) Northwest d) Southeast

B. Places and Regions: Identify the physical and human characteristics of places and regions in North America.

9) Use a map to identify the following plains and plateaus. Answers: A. Lake Plain – 4. B. Glaciated Appalachian a) Lake Plain (Huron-Erie Lake Plains) Plateau – 3. b) Appalachian Plateau (Glaciated) C. Till Plain – 1. c) Till Plain D. Unglaciated Appalachian Plateau – 2. d) Appalachian Plateau (Unglaciated)

10) The surface of the land is usually level or gently rolling in northern and western Ohio. In southeastern Ohio, however, there are steep ridges, hills and shaded valleys.

What process explains the difference between southeastern Ohio and the land to the north and west?

a) Glaciation b) Weathering c) Hydrodynamics d) Vulcanization

History from the Ohio Hills 49 S03 Geography 11) In the 1800s, southern Ohio had sixty-nine iron furnaces in Gallia, Hocking, Jackson, Lawrence, Scioto, and Vinton counties. These iron furnaces made over 100,000 tons of iron from iron ore each year.

Which of the following statements most accurately tells about Ohio’s iron ore production today?

a) Ohio imports most of its iron ore from Minnesota, Michigan, and eastern Canada. b) Ohio mines thousands of tons of iron ore in western Ohio. c) Ohio buys most of its iron ore from Japan. d) Gallia and Vinton counties produce all of the iron ore needed by Ohio’s factories.

12) Look at the map. Which number shows the area of Ohio that has the most coal production today?

a) Area 1 b) Area 2 c) Area 3 d) Area 4

13) Which of the following were productive resources that helped Ohio grow in population, goods and services?

a) Coal b) Limestone c) Clay Ohio also produces salt, sand, gravel and some oil. d) Natural Gas

14) Which of the following are correct descriptions of Ohio natural resources that people used?

a) Ohio’s mountains provided snow to melt and drink, stone to build with, passes or gaps to help people move from place to place, and clean air. b) Ohio’s rivers and lakes provided water to drink and clean with, fish and other animals to eat, and a way to travel that was faster than walking. c) Ohio’s native rubber tree plants provided the raw materials that helped the tire and rubber industry grow. d) Ohio’s coal provided fuel to cook with and to heat homes, power to run steam engines, jobs mining coal, and an increase of goods and services.

C. Human Environmental Interaction: Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences.

15) By 1900, loggers had cut down entire forests near the Ohio River. The trees were sawn into lumber for building everything from boats to banks. They were also burned as fuel to heat homes and to power steam engines. In 1913 heavy rains fell where the forests had been removed. Without the trees to help protect the hillsides from the rain, flooding was worse than usual, and many Ohioans were killed.

Which of the following identify a way that people in the passage above changed Ohio’s physical environment?

a) People moved to the banks of the Ohio River in 1913. b) People cut down entire forests of trees. c) People caused a heavy rain to fall. d) People traveled faster by steamboat than by flatboat or keelboat.

History from the Ohio Hills 50 S03 Geography 16) Which of the following correctly states a disadvantage of using chemicals such as fertilizers, pesticides, and herbicides?

a) 90% of Ohio’s wetlands disappeared because of these chemicals. b) These chemicals help farmers to grow their crops. c) These chemicals have killed most of the trees in Ohio’s forests. d) These chemicals get into Ohio’s water supply and can harm living things.

17) Which of the following correctly states an advantage of using chemicals such as fertilizers, pesticides, and herbicides?

a) Birds need these chemicals to strengthen the walls of their eggs’ shells. b) Endangered mammals such as the Snowshoe hare and Allegheny woodrat have found new places to live. c) More farm crops and garden plants survive and grow larger. d) People can build factories and live on what is now dry land.

18) Ohioans have passed laws to make sure that their cities and towns have working sewage systems. The sewage systems remove waste from water, prevent the spread of illness, and keep Ohioans healthy.

Ohioans made these changes to…

a) … affect the physical environment of Ohio. b) … influence elected officials in Ohio’s government. c) … identify Ohio’s manufacturing regions. d) … decide if the information fits the topic of sewage treatment systems.

19) Ohio’s government has built systems of locks and dams on our largest rivers. Which of the following explain reasons why Ohioans and their leaders have chosen to change the environments of these rivers?

Ohioan’s changed the environment because locks and dams…

a) … control flooding when there is too much rain. b) … provide transportation for people and goods during all the seasons of the year. c) … provide electrical power to run all the machines of Ohio’s industries. d) … provide a location where speedboats can be built and raced.

D. Movement: Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

20) Railroads helped attract more immigrants to Ohio because…

a) … they could get jobs in the coal and iron industries. b) … canal boats traveled faster that trains. c) … the railroads improved Ohio’s climate. d) … they could get jobs building the railroads.

21) How did Ohio’s prehistoric Indians travel?

a) By train b) By stagecoach c) By canoe d) On foot

History from the Ohio Hills 51 S03 Geography Geography Vocabulary Quiz 1

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. a part of something that makes it stand out

1. vegetation

B. the breaking down of the surface of the earth by forces of the 2. fertilizer weather like frost, wind, and rain

C. a chemical product added to dirt to kill plants or stop them from 3. glaciation growing. Herbicides are used to kill weeds

D. made up of businesses that sell certain products and services - 4. herbicide Examples: glass industry, steel industry

E. coal, water, wood - something that occurs in nature which can be 5. industry used by human beings

F. plants; the plants that naturally grow in a particular region or place 6. feature

G. a natural or manmade substance added to dirt to make plants grow 7. landform bigger or better

H. a natural physical feature of the earth's surface - Examples: valley, 8. natural resource mountain, plain

I. making large amounts of goods; the making of a finished product 9. weathering using raw materials, especially in factories

J. the process of glaciers or masses of ice covering the land 10. manufacturing

History from the Ohio Hills 52 Geography Vocabulary Quiz 1 Geography Vocabulary Quiz 1 • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

F 1. vegetation A. a part of something that makes it stand out

B. the breaking down of the surface of the earth by forces of the G 2. fertilizer weather like frost, wind, and rain

C. a chemical product added to dirt to kill plants or stop them from J 3. glaciation growing. These chemicals are used to kill weeds

D. made up of businesses that sell certain products and services - C 4. herbicide Examples: glass, steel, or food processing

E. coal, water, wood – something that occurs in nature which can be D 5. industry used by human beings

A 6. feature F. plants; the plants that naturally grow in a particular region or place

G. a natural or manmade substance added to dirt to make plants grow H 7. landform bigger or better

H. a natural physical feature of the earth's surface - Examples: valley, E 8. natural resource mountain, plain

I. making large amounts of goods; the making of a finished product B 9. weathering using raw materials, especially in factories

I 10. manufacturing J. the process of glaciers or masses of ice covering the land

History from the Ohio Hills 53 Geography Vocabulary Quiz 1 Geography Vocabulary Quiz 2

Name: Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. somebody who or something that is useful, helpful, or has 1. elevation information you want to know

B. act upon or have an effect on somebody or something 2. forestry

C. to touch at the edge 3. pesticide

D. the average weather in an area over a period of years 4. affect

E. a chemical product used to kill pests, especially insects 5. border

F. existing in the real world and able to be touched and seen 6. population

G. a large land area that has characteristics that make it different 7. physical from other areas

H. the distance in height above sea level 8. resources

I. the science of planting and caring for forests often with the goal 9. region of cutting down the tress to produce timber products

J. total number of a certain group (usually people) who live in an 10. climate area, region, or country

History from the Ohio Hills 54 Geography Vocabulary Quiz 2 Geography Vocabulary Quiz 2 • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. somebody who or something that is useful, helpful, or has H 1. elevation information you want to know

I 2. forestry B. act upon or have an effect on somebody or something

E 3. pesticide C. to touch at the edge

B 4. affect D. the average weather in an area over a period of years

C 5. border E. a chemical product used to kill pests, especially insects

J 6. population F. existing in the real world and able to be touched and seen

G. a large land area that has characteristics that make it different F 7. physical from other areas

A 8. resources H. the distance in height above sea level

I. the science of planting and caring for forests often with the goal G 9. region of cutting down the tress to produce timber products

J. total number of a certain group (usually people) who live in an D 10. climate area, region, or country

History from the Ohio Hills 55 Geography Vocabulary Quiz 2 Geography – The Changing Environment

Name: Date:

Directions: Read each statement about Ohio’s environment. Decide if the statement happened because of the actions of human beings. If human beings caused the event, write HB in the blank before the statement. If nature caused the event, write N in the blank.

1. About two-thirds of Ohio’s land was scraped and flattened by ice.

2. Rivers in northern Ohio usually flow north toward Lake Erie but rivers in southern Ohio flow toward the Ohio River.

3. Lake Erie was formed.

4. The Black Swamp in northwestern Ohio was drained of water.

5. The soil of Ohio’s Interior Plains is rich and deep.

6. Canals were dug and filled with water. 7. Chemicals used to control bugs and weeds gets into Ohio’s rivers, streams, and lakes and can damage living things.

8. Dams block rivers to control flooding and allow boats to travel on them all year round.

9. Floods got worse in hilly areas where too many of the trees were cut.

10. Ohio’s streams, creeks, rivers, and lakes are a valuable resource. 11. Plants and animals died, were buried, and turned into oil and natural gas.

12. Plants died, were buried, and turned into coal.

13. Railroad tracks connected villages, towns, and cities.

14. Sewage treatment plants clean up dirty water.

15. Shelled animals like mollusks and coral died, were buried, and became limestone.

16. Southern Ohio has a slightly warmer climate than northern Ohio.

17. The plains of northern and western Ohio are able to produce more crops on the same size piece of land than in the hilly areas of southeastern Ohio.

18. There is very little high-grade coal or iron ore left underground in Ohio.

19. Towns and cities grew larger.

20. Underground aquifers store water.

History from the Ohio Hills 56 The Changing Environment Geography – The Changing Environment • Answer Key

N 1. About two-thirds of Ohio’s land was scraped and flattened by ice.

2. Rivers in northern Ohio usually flow north toward Lake Erie but rivers in southern Ohio flow N toward the Ohio River.

N 3. Lake Erie was formed.

HB 4. The Black Swamp in northwestern Ohio was drained of water.

N 5. The soil of Ohio’s Interior Plains is rich and deep.

HB 6. Canals were dug and filled with water.

7. Chemicals used to control bugs and weeds gets into Ohio’s rivers, streams, and lakes and can HB damage living things.

HB 8. Dams block rivers to control flooding and allow boats to travel on them all year round.

HB 9. Floods got worse in hilly areas where too many of the trees were cut.

N 10. Ohio’s streams, creeks, rivers, and lakes are a valuable resource.

N 11. Plants and animals died, were buried, and turned into oil and natural gas.

N 12. Plants died, were buried, and turned into coal.

HB 13. Railroad tracks connected villages, towns, and cities.

HB 14. Sewage treatment plants clean up dirty water.

N 15. Shelled animals like mollusks and coral died, were buried, and became limestone.

N 16. Southern Ohio has a slightly warmer climate than northern Ohio.

17. The plains of northern and western Ohio are able to produce more crops on the same size piece of N land than in the hilly areas of southeastern Ohio.

HB 18. There is very little high-grade coal or iron ore left underground in Ohio.

HB 19. Towns and cities grew larger.

N 20. Underground aquifers store water.

History from the Ohio Hills 57 The Changing Environment Geography – Resource Regions

Name: Date:

1. 2. 3. Clay Coal Sand and Gravel Directions:

Study these maps and then follow the directions below.

Maps are composites of information from the following sources: • Ohio Department of Natural Resources online interactive map of mineral resources • ODNR Division of Forestry • U.S. Geological Survey of Minerals 2002. 4. • U. S. Forest Service 5. State and National Forests Stone and Crushed Stone

1 – 5. For each map, draw a circle or an oval around the area where the resource is (or resources are) most heavily concentrated. Do not include outliers. Outliers are isolated areas that are separated from the majority of the data or do not fit the general pattern.

True or False: Circle the word TRUE or the word FALSE in front of each statement below.

TRUE FALSE 6. Coal production is concentrated in southwestern Ohio. 7. Sand and Gravel production is concentrated along a diagonal line that runs from Ohio’s TRUE FALSE southwest corner to its northeast corner. TRUE FALSE 8. Clay production is concentrated in the central part of eastern Ohio. TRUE FALSE 9. State and national forests are concentrated in southwestern Ohio. 10. More stone and crushed stone are produced in the western half of Ohio than the eastern TRUE FALSE half.

History from the Ohio Hills 58 Resource Regions Geography – Resource Regions • Answer Key

1. 2. 3. Clay Coal Sand and Gravel Directions:

Study these maps and then follow the directions below.

Circled areas will vary.

True or False. Circle the word TRUE or the word FALSE in front of each statement below.

TRUE FALSE 6. Coal production is concentrated in southwestern Ohio. 7. Sand and Gravel production is concentrated along a diagonal line that runs from Ohio’s TRUE FALSE southwest corner to its northeast corner. TRUE FALSE 8. Clay production is concentrated in the central part of eastern Ohio. TRUE FALSE 9. State and national forests are concentrated in southwestern Ohio. 10. More stone and crushed stone are produced in the eastern half of Ohio than the eastern TRUE FALSE half.

History from the Ohio Hills 59 Resource Regions Geography – Crop Yields – Per Acre Name: Date:

1. 2. 3. Hay – Per Acre Oats – Per Acre Soybeans – Per Acre Black – 4 go 5.9 7 tons Black - 80-89.9 bushels Black – 50 or more bushels Dark Gray – 3 to 3.9 tons Dark Gray – 70-79.9 bushels Gray- 30-49.9 bushels Light Gray – 2 to 2.9 tons Light Gray – 60- 69.9 bushels

4. .5. 6. Tobacco – Per Acre Tomatoes for Processing – Per Acre Wheat – Per Acre Black – 1,800-2,199 pounds Black – Under 19-Over 27 tons Black – 70-Over 80 bushels Gray – 40-69.9 bushels Maps based on data from: U. S. Department of Agriculture’s National Agricultural Statistics Service: Charts and Maps

Answer the following questions on your own sheet of paper. Staple this paper to your answer sheet.

1. List the crops measured in bushels per acre. 2. What unit is used to measure the tobacco yield? 3. Describe the location of the region where Ohio grows tomatoes for processing. 4. Describe the location of Ohio’s oat growing region. 5. What crop shows yields in every county in Ohio? 6. Explain why wheat is not grown as a large commercial crop in most of southeastern Ohio. 7. Explain why the area on the east side of Ohio at Lake Erie - near Cleveland, Ohio - shows a smaller yield of hay, wheat, and soybeans. 8. List the three crops that are grown commercially in at least two-thirds of Ohio’s counties. 9. Compare and contrast the Soybean yield and the Wheat yield. List one similarity and two differences in these two crops. 10. Explain the relationship between the glacier that covered Ohio in the last Ice Age and the fact that, in general, northern and western Ohio yield more crops than southeastern Ohio. History from the Ohio Hills 60 Geography – Crop Yields Geography – Crop Yields – Per Acre • Answer Key

1. List the crops measured in bushels per acre.

Oats, Soybeans, and Wheat are measured in bushels per acre.

2. What unit is used to measure the tobacco yield?

The tobacco yield is measured in pounds per acre.

3. Describe the location of the region where Ohio grows tomatoes for processing.

Ohio grows tomatoes for processing in the northwestern corner of Ohio.

4. Describe the location of Ohio’s oat growing region.

Oats are mostly grown in the northeastern part of Ohio. There is one area of oats on the western edge of Ohio.

5. What crop shows yields in every county in Ohio?

Hay shows a yield in every Ohio county.

6. Explain why wheat is not grown as a large commercial crop in most of southeastern Ohio.

Wheat is not grown as a large commercial crop in most of southeastern Ohio because the land is more hilly and harder to farm. The land also is not as deep and as rich as the soil in other parts of Ohio.

7. Explain why the area on the east side of Ohio at Lake Erie - near Cleveland, Ohio - shows a smaller yield of hay, wheat, and soybeans.

The area around Cleveland, Ohio on Lake Erie shows a smaller yield of hay, wheat, and soybeans because the land is used for purposes other than farming. Children might mention that the population is heavy in the area so houses, apartments and other buildings take up the land instead of farms. They might mention that the area has a lot of factories and industries that take up the land instead of farms.

8. List the three crops that are grown commercially in at least two-thirds of Ohio’s counties.

The three crops that are grown commercially in at least two-thirds of Ohio’s counties are hay, wheat, and soybeans.

9. Compare and contrast the Soybean yield and the Wheat yield. List one similarity and two differences in these two crops.

Sample Similarities: • Both crops show a heavier concentration of high yields on the western part of the state – near the center. • Both crops are grown in over two-thirds of Ohio’s counties. Sample Differences: • Soybean shows yields in more counties than wheat. • Wheat yields per acre (40 to over 80 bushels) are higher that soybean yields (30 to over 50 bushels).

10. Explain the relationship between the glacier that covered Ohio during the last Ice Age and the fact that, in general, northern and western Ohio yield more crops than southeastern Ohio.

The glacier that covered Ohio during the Ice Age changed northern and western Ohio. The land was flattened. Hills were rounded off or ground away. It is cheaper and easier to farm on land that is not hilly. The glacier left behind rich, deep deposits of soil when it melted. Land with rich, deep soil yields more crops per acre than land that has poorer quality soil. History from the Ohio Hills 61 Geography – Crop Yields S04. Economics

Ohio Social Studies Grade 3-5 Benchmarks

A. Explain the opportunity costs involved in the allocation of scarce productive resources. (Scarcity and Resource Allocation) • Y2003.CSS.S04.G03-05.BA.L04.I01 • Y2003.CSS.S04.G03-05.BA.L04.I02 B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. (Production, Distribution and Consumption) • Y2003.CSS.S04.G03-05.BB.L04.I03 C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. (Markets) • Y2003.CSS.S04.G03-05.BC.L04.I04 • Y2003.CSS.S04.G03-05.BC.L04.I05 • Y2003.CSS.S04.G03-05.BC.L04.I06 Classroom Activities

Activity #1 Social Studies: • Scarcity and Resource Allocation: Y2003.CSS.S04.G03-05.BA.L04.I • Skills and Methods: Y2003.CSS.S07.G03-05.BA.L04.I01, I03 Mathematics: • Y2003.CMA.S05.G03-04.BA.L04.I03 • Y2003.CMA.S05.G03-04.BB.L04.I01 and I05

Trees were cut down for fuel. Make a list of the opportunity costs of this action. That is - what products could not be made because the trees were used as fuel?

Variation #1 Research the kinds of trees that grew in Ohio in the past and learn if the same types of trees are available today. Use a Venn diagram to display the results of the research.

Ohio trees include: Apple, Ash, Beech, Birch, Buckeye, Catalpa, Cherry, Chestnut, Crabapple, Dogwood, Elm, Fir, Ginkgo, Hawthorn, Hemlock, Hickory, Juniper, Locust, Maple, Mulberry, Oak, Pawpaw, Pine, Plum, Poplar, Redbud, Sassafras, Spruce, Sumac, Sweetgum, Tuliptree, Walnut, and Willow. (Source: Ohio State University/Extension Ohio Trees Bulletin 700-00. http://ohioline.osu.edu/b700/index.html)

Activity #2 Social Studies: • Cultures: Y2003.CSS.S02.G03-05.BA.L04.I01 • Geography: Y2003.CSS.S03.G03-05.BC.L04.I09 • Scarcity and Resource Allocation: Y2003.CSS.S04.G03-05.BA.L04.I01

History from the Ohio Hills 62 S04 Economics • Markets: Y2003.CSS.S04.G03-05.BC.L04.I05, I06 • Skills and Methods: • Y2003.CSS.S07.G03-05.BA.L04.I01, I03 • Y200s.CSS.S07.G03-05.BC.L04.I09

Baskets have been made in Ohio since the Adena and Fort Ancient peoples wove grasses into containers to hold their berries and nuts. Today craftspeople at the Longaberger Company in Dresden, Ohio create baskets that are sold all over the United States. Have the students brainstorm and/or research any of the following topics:

• Identify the uses for baskets by different cultures or throughout Ohio’s history and prehistory. • Identify the natural resources, capital goods, and human resources that are used to make Longaberger baskets. • Identify the natural resources, capital goods, and human resources used to make baskets during Ohio’s prehistory. • Investigate or discuss Longaberger and economic markets: o Does Longaberger specialize in what they produce? o How do they carry out the trade in Longaberger baskets? o How does the Longaberger company increase the amount of goods and services available in Ohio?

Variation #1 Research a manufacturer in you local area – especially one engaged in international trade. Investigate the productive resources needed to produce one or more products, suggest the opportunity costs for the resources involved, and the income/outgo of goods and services to your area that are related to the manufacture. Contact the manufacture to see if they permit on-site student tours.

Activity #3 Social Studies: • Scarcity and Resource Allocation: Y2003.CSS.S04.G03-05.BA.L04.I01 • Skills and Methods: Y2003.CSS.S07.G03-05.BD.L04.I10 Writing: Y2003.CEW.S02.G03-04.BA.L04.I05

“What’s the Cost?” activity from PBS 45/49’s Economics Academy 101 online multimedia project. • Lesson Plan: http://www.pbs4549.org/economics/cost.htm • Outcome: The students will comprehend the concept of opportunity cost. • Download the Adobe Acrobat PDF file materials and run them off. o Problem Cards. Example: “You are a student member of a committee to choose equipment that will be used in the cafeteria during lunch. Your choices are a jukebox, a new sound system or a piano for the students to use.” o Decision Making Chart. Children work in small groups to make a choice and identify the opportunity cost for making the choice. They list positive and negative points for each and explain why they chose one opportunity over the other. o What’s the Opportunity Cost. Each student will write a paragraph explaining how the group’s decision was made and what the importance is of knowing your opportunity cost.

Activity #4 Social Studies: • Scarcity and Resource Allocation: Y2003.CSS.S04.G03-05.BA.L04.I01 • Production, Distribution, and Consumption: Y2003.CSS.S04.G03-04.BB.L04.I03 • Markets: Y2003.CSS.S04.G03-04.BC.L04.I05 • Skills and Methods: Y2003.CSS.S07.G03-05.BA.L04.I01, I03

History from the Ohio Hills 63 S04 Economics “The Chains of Interdependence” activity from PBS 45/49’s Economics Academy 101 online multimedia project. • Lesson Plan: http://www.pbs4549.org/economics/chains.htm • Outcome: Students will understand that the production of most goods requires others goods, and that this requirement leads to specialization and interdependence. • Students research an industry and use one chain of paper clips to represent that industry. They then create, label, and attach new chains for each industry that they see as necessary for the chosen industry to continue to exist and make a profit. For example, if the foundation industry chosen is new-home construction, there will be chains made and labeled for industries such as lumber, brick, concrete, plumbing, electricity, phone/cable, heating, architecture, landscaping, decorating, siding, surveying, insulation, etc. …

Word Bank

Part of Term Definition Speech capital goods noun human-made materials needed to produce goods and services - Examples: buildings, machinery, equipment and tools consumer noun the person who buys and/or uses goods and services consumption noun buying and using of goods and services country noun a nation or state that is independent or remains separate in some manner Examples: the United States, France, China, South Africa demand noun the amount of wanting or needing that exists for a good or a service, the number of consumers who want and are able to buy a good or a service depend verb to be affected or decided by other things; to rely upon distribution noun the passing out, sharing or delivering of goods to people or an area economic adjective having to do with the production and consumption of goods and services for an entire community (or area) when looked at as a whole entrepreneur noun a person who sets up and puts money into the making of goods or services in order to make a profit goods noun things made for sale or for use that can be seen and touched - Examples: ice cream, piano, car, cell phone, hearing aide household noun the people who live together in a single shelter such as a house, mobile home, apartment, condominium human noun the talents and skills of human beings which are used in the production of resources goods and services. (A previous Social Studies standards adoption identifed human resources as labor or labor resources.) income noun the amount of money coming - either as payment for goods or services, from earning a profit, or as gifts market noun the exchange of goods, services, and resources between buyers and sellers obtain verb to get possession or ownership of something, especially by making an effort opportunity noun the value of what a person must give up in order to get something else; the cost value of the next best choice that is given up when a decision is made produce verb to make producer noun a person who puts together natural, human and capital resources to make goods and/or services production noun the putting together of natural, human and capital resources to make either a good or a service productive noun capital goods, human resources, and natural resources resources profit noun the total income from a good or a service minus the total costs of its production

History from the Ohio Hills 64 S04 Economics Part of Term Definition Speech resources noun somebody who or something that is useful, helpful, or has information you want to know risk noun the danger that an injury, damage, or loss will happen seek verb to try to do something or to get something services noun actions that people do for others - Services are consumed at the instant they are produced. Examples: cutting hair, teaching school, waiting on a customer in a store or restaurant, fighting fires specialization noun being an expert on one job, product or service; producing only a few products instead of many different products specialize verb to spend time on just one interest, skill, or subject trade noun the activity of buying and selling or bartering of goods and services

Web Links

InfOhio • http://www.infohio.org • InfOhio's state-funded resources are available to all Ohio K-12 students and teachers. Use the Grade K-5 resource components: • Digital Video Collection. The videos can be watched online or downloaded to your computer. o 19th Century Turning Points in US History series: . “1870 Rockerfeller Incorporates Standard Oil Co. of Ohio” o Our Ohio series: . “Apple Harvest” . “Change in the Wind” (Ethanol production in Ohio) . “Cheese Production” . “Pizza Factory” . “Potato Chips” . “Sheep to Sweaters” . “Soybeans to Japan” (Honda got into the Ohio soybean business as a way to fill empty transports that had delivered car/motorcycle parts to Ohio Honda plants.) . Episode 122: “Ohio’s Salad Bowl” (Northwestern Ohio area) . Episode 202: “Corn-based Plastics” . Episode 202: “Velvet Ice Cream” . Episode 203: “Columbus Washboard Company” . Episode 204: “Hartstone Pottery” . Episode 301: “Odd Jobs Uban Krag” (Entrepreneur Carl Williamson transforms an abandoned Dayton church into a rock climbing training facility.) • American National Biography • Britannica Online • Kids Search

Ohio Social Studies Resource Center • Economics Standard: http://www.ossrc.org/standard.php?rec=4 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

History from the Ohio Hills 65 S04 Economics Ohio Instructional Management System Model Lessons: • http://ims.ode.state.oh.us • Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. • Economics Model Lessons include: o Grade 3: “Opportunity Cost” and “Production: Specialization and Division of Labor” o Grade 4: “How We Use Productive Resources,” “Ohio Markets,” “Organizing Productive Resources to Make a Profit,” and “Why Does Ohio Specialize and Trade?” o Grade 5: “Allocation Methods” and “Farming Regions and Product Specialization”

• Econ & Me: “Scarcity,” “Consumption,” “Interdependence,” “Opportunity Cost,” and “Production.” • Ohio Stories: “Industry and Labor” • Producing Ohio: “International Trade” • Tracks: Impressions of America: “Changing Times and Modern Industries” Distance Learning Opportunities

The following list includes program titles and their content providers for the Economics standard.

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • So You Know Ohio? Interactive game show economics category: “Show Me the Money” Field Trips

History from the Ohio Hills 66 S04 Economics o Most entries reference articles in the Ohio Historical Society’s online encyclopedia Ohio History Central. Ohio History Central encompasses Ohio’s natural history, pre-history, and history. Access Ohio History Central at: http://www.ohiohistorycentral.org.

Bob Evans Farms • Rio Grande, Ohio (Gallia County) • Facility: http://www.bobevans.com/ Click the Bob Evans Farm link in the left margin. • Social Studies Connection: Ohio History Central: o Agriculture and Farming in Ohio o Bob Evans o Bob Evans Restaurants

Factory Tours – Ohio listings o http://www.factorytoursusa.com/StateList.asp?state=OH o Facilities: Each factory is described and links to touring information is listed. o Social Studies Connection: Ohio History Central: Early Industrialization

Kennedy Museum of Art (Native American Art and Textiles) • Athens, Ohio (Athens County) • Facility: http://www.ohiou.edu/museum/visit.htm • Kennedy Museum: http://www.ohiou.edu/museum • “From Sheep to Loom” virtual presentation: http://www.ohiou.edu/museum/sheep/

Ohio Museum Listings • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

Ye Old Mill • Utica, Ohio (Licking County) • Facility: http://www.velveticecream.com/olde_mill.asp • Social Studies Connections: o Ice Cream/Milling: http://www.velveticecream.com/tours.asp o Ohio History Central: Ice Cream Cone Machine o History of the Ice Cream Cone: http://www.idfa.org/facts/icmonth/page8.cfm Trade Book Connections

History from the Ohio Hills 67 S04 Economics • Book lists are organized by Theme Strands. The NCSS strand that matches Ohio’s Economics standard is VII. Production, Distribution, and Consumption. • Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H) Economics Question Bank – with answers

A. Scarcity and Resource Allocation: Explain the opportunity costs involved in the allocation of scarce productive resources.

1) Identify the productive resource needed to make pottery or bricks from the list below.

a) Limestone b) Iron c) Clay d) Coal

2) Which of the following identify an opportunity costs if you choose to use milk to produce cheese?

a) $100.00 b) Butter c) Grass or hay d) Ice Cream

3) Which of the following identify productive resources needed to make cheese?

a) Dairy farmer b) Grass or hay c) Skillet or frying pan d) Milking machine

4) Between 1960 and 2000 the amount of coal that was mined in southeastern Ohio decreased because most of it had already been mined. The coal that was left was hard to reach.

Which of the following statements describe what probably happened in southeastern Ohio because of the decrease in the amount of coal that was mined?

a) Trade and the production of goods using coal decreased. b) Trade and the production of goods using coal increased. c) Trade and the production of goods using coal stayed the same. d) Trade increased but the production of goods using coal decreased.

5) A business person buys trees that have been cut down. He has them delivered by truck to a saw mill to make into lumber. Match each productive resource with the correct type of resource.

a) Business person 1. natural resource A. Business person – 2. Human resource b) Trees 2. human resource B. Trees – 1. Natural resource c) Truck C. Truck – 3. Capital good 3. capital good D. Saw Mill – 3. Capital good d) Saw mill 4. service resource

History from the Ohio Hills 68 S04 Economics B. Production, Distribution and Consumption: Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

6) A Native American woman wove baskets from long blades of grass, bark, and strips of wood. Her daughter had helped her gather the grass and she used a flint-edged knife to strip the bark from nearby trees. She soaked the wood strips in water from a stream to make them bend more easily as she wove.

The passage above is a description of…

a) … the productive resources needed to make woven baskets. b) … the opportunity costs for the production of a woven basket. c) … how an entrepreneur organized her productive resources to make woven baskets. d) … the risks an entrepreneur encountered as she worked to make a profit from weaving baskets.

7) Bob Evans began making and selling sausages just after World War II. He used the best parts of his hogs in his sausage. He put the pork tenderloins, the pork chops, and the hams into his product. Other sausage makers chose not to add the best cuts of pork to their sausages.

Which of the following economic ideas does this passage about Bob Evans best demonstrate? It shows…

a) … how he used money to buy goods, services and resources. b) … how he organized his productive resources to make sausage. c) … why his sausage company depends on markets in foreign countries. d) … how he took a risk to try to make a profit.

8) In 1884 angry coal miners went on strike against the New Straitsville Mining Company in Perry County, Ohio. They started a fire inside a mine that could not be put out. Millions of dollars worth of coal burned up. By 1936 – over fifty years after the fire was first set – twelve square miles of underground coal had burned.

This story describes…

a) … a risk the mine owners faced while they were trying to earn a profit. b) … the productive resource needed to make glass for Ohio’s glass industry. c) … the opportunity cost of choosing to mine coal rather than mining clay. d) … specialization and how it lead to more income, goods, and services for Ohio coal miners.

C. Markets: Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

9) Which of the following explain a way in which Ohioans earn income? Some Ohioans…

a) … are paid money for manufacturing products for trade. b) … spend their income on food, shelter, clothing, health care, and recreation. c) … are paid money for providing services for others. d) … earn a profit by creating new goods or by beginning new services.

History from the Ohio Hills 69 S04 Economics 10) By 1900, large factories bought fruit and vegetables and packed them into tin cans and glass jars to preserve them. Ohio glass factories made glass jars. They also made drinking glasses, bottles, plates, and window glass. This is an example of:

a) Distribution b) Production c) Consumption d) Transportation

11) Flint Ridge is about eight miles long and it is located in Licking and Muskingum counties. Flint Ridge flint has bright colors that most flint does not have - red, pink, yellow, blue, and green. Both prehistoric and historic American Indians mined flint at Flint Ridge. They traded the flint for goods from as far away as the Rocky Mountains (obsidian) and the Atlantic Ocean (sea shells).

Which of the following explain why Native Americans specialized in the trade of this productive resource?

a) The flint had colors that most flint does not. b) The flint was found only in a small area. c) Many different kinds of flint are made into cutting tools and weapons. d) Flint is a common kind of stone that can be found in many areas of the United States.

12) Copper is a metal found in nature. Copper is long lasting but it is soft and easy to form into new shapes. Hopewell artists flattened copper with stone hammers, cut it into detailed shapes with flint knives, and made beautiful jewelry or ornaments. However, the Hopewells could not find the copper they needed near by. The copper deposits were many days of travel away from where the Ohio Hopewells lived.

Which of the following statements is the most accurate economic outcome of the information in the above passage?

a) There was specialization and trade in copper because people wanted to have it but it was not found everywhere. b) Hopewell artists made copper jewelry and ornaments as a voluntary service to promote the common good. c) Hopewell copper jewelry and ornaments were sold in foreign markets in countries such as Great Britain and France. d) Hopewell entrepreneurs built factories to make and sell thousands of copies of the most popular pieces of jewelry.

13) During the early and mid 1800s, steamboats became a popular way to transport people and goods. So many trees were cut down to fuel the steamboats that a new resource had to be found to replace the trees as a fuel.

Which of the following productive resources replaced wood as a fuel for steamboats?

a) Solar power from the sun b) Oil c) Coal d) Geothermal power from inside the earth

History from the Ohio Hills 70 S04 Economics 14) Some of Ohio’s productive resources are disappearing due to overuse. Which one of these resources is NOT in danger of disappearing?

a) Coal b) Natural gas c) Water d) Oil

15) Which of these productive resources is used to make both glass and concrete?

a) Coal b) Flint c) Sand d) Gypsum

History from the Ohio Hills 71 S04 Economics Economics Vocabulary Quiz 1

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the passing out, sharing or delivering of goods to people or an area 1. capital goods

B. the buying and using of goods and services 2. consumption

C. the exchange of goods, services, and resources between buyers and 3. distribution sellers

D. a person who sets up and puts money into the making of goods or 4. economic services in order to make a profit

E. human-made materials needed to produce goods and services - 5. entrepreneur Examples: buildings, machinery, equipment and tools

F. capital goods, human resources, and natural resources 6. market

G. being an expert on one job, product or service; producing only a 7. production few products instead of many different products

H. having to do with the production and consumption of goods and services for an entire community (or area) when looked at as a 8. risk whole

I. the danger that an injury, damage, or loss will happen 9. productive resources

J. the putting together of natural, human and capital resources to 10. specialization make either a good or a service

History from the Ohio Hills 72 Economics Vocabulary Quiz 1 Economics Vocabulary Quiz 1 • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

E 1. capital goods A. the passing out, sharing or delivering of goods to people or an area

B 2. consumption B. the buying and using of goods and services

C. the exchange of goods, services, and resources between buyers and A 3. distribution sellers

D. a person who sets up and puts money into the making of goods or H 4. economic services in order to make a profit

E. human-made materials needed to produce goods and services - D 5. entrepreneur Examples: buildings, machinery, equipment and tools

C 6. market F. human resources, capital goods, and natural resources

G. being an expert on one job, product or service; producing only a J 7. production few products instead of many different products

H. having to do with the production and consumption of goods and services for an entire community (or area) when looked at as a I 8. risk whole

F 9. productive resources I. the danger that an injury, damage, or loss will happen

J. the putting together of natural, human and capital resources to G 10. specialization make either a good or a service

History from the Ohio Hills 73 Economics Vocabulary Quiz 1 Economics Vocabulary Quiz 2

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the total income from a good or a service minus the total costs of 1. consumer its production

B. things made for sale or for use that can be seen and touched - 2. demand Examples: ice cream, piano, car, cell phone, hearing aide

C. to make 3. income

D. the activity of buying and selling or bartering of goods and services 4. profit

E. to spend time on just one interest, skill, or subject 5. services

F. person who buys and/or uses goods and services 6. trade

G. the amount of money coming in - either as payment for goods or 7. opportunity cost services, from earning a profit, or as gifts

H. actions that people do for others; actions that are consumed at the instant they are produced. Examples: cutting hair, teaching school, 8. goods waiting on a customer in a store or restaurant, fighting fires

I. the value of what a person must give up in order to get something else; the value of the next best choice that is given up when a 9. specialize decision is made

J. the amount of wanting or needing that exists for a good or a service, the number of consumers who want and are able to buy a 10. produce good or a service

History from the Ohio Hills 74 Economics Vocabulary Quiz 2 Economics Vocabulary Quiz 2 • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the total income from a good or a service minus the total costs of F 1. consumer its production

B. things made for sale or for use that can be seen and touched - J 2. demand Examples: ice cream, piano, car, cell phone, hearing aide

G 3. income C. to make

A 4. profit D. the activity of buying and selling or bartering of goods and services

H 5. services E. to spend time on just one interest, skill, or subject

D 6. trade F. person who buys and/or uses goods and services

G. the amount of money coming in - either as payment for goods or I 7. opportunity cost services, from earning a profit, or as gifts

H. actions that people do for others; actions that are consumed at the instant they are produced. Examples: cutting hair, teaching school, B 8. goods waiting on a customer in a store or restaurant, fighting fires

I. the value of what a person must give up in order to get something else; the value of the next best choice that is given up when a E 9. specialize decision is made

J. the amount of wanting or needing that exists for a good or a service, the number of consumers who want and are able to buy a C 10. produce good or a service

History from the Ohio Hills 75 Economics Vocabulary Quiz 2 Economics: Income and Expenses

Directions: • Read each sentence below. Decide if the sentence tells about a way that people in Ohio earn money or about a way that they spend money on goods and services. • Cut out each sentence strip and paste it under the correct area on the second page of this worksheet.

Some Ohioans work in factories making steel, rubber, glass, or food products.

Some Ohioans watch TV, heat and/or cool their homes, or drive their cars.

Some Ohioans teach school, deliver the mail, or sell products in stores.

Some Ohioans start up a new business, plant, or factory.

Some Ohioans raise crops or livestock and sell them.

Some Ohioans purchase clothes or shoes.

Some Ohioans mine coal or cut down trees.

Some Ohioans make payments on cars, new HD televisions, or cell phones.

Some Ohioans invent new products that other people buy.

Some Ohioans go to the movies, to music concerts, or out to eat.

Some Ohioans earn interest by saving money in a bank.

Some Ohioans drive trucks to deliver goods to markets.

Some Ohioans buy groceries and clothes.

Some Ohioans attend a two-year college, a four-year college, or a university.

Some Ohioans are given gifts of money for a birthday or other celebration or holiday.

Some Ohioans give presents to friends or relatives.

Some Ohioans go to the doctor, to the hospital, or get medicine at a drug store.

History from the Ohio Hills 76 Income and Expenses Economics: Income and Expenses

Name: Date:

Income – Paste sentences here if they are about a way people in Ohio earn money.

EXPENSE – Paste sentences here if they are about how people in Ohio spend money.

History from the Ohio Hills 77 Income and Expenses Economics: Income and Expenses • Answer Key

INCOME: Ways people in Ohio earn money.

S o m e O h i o a n s … work in factories making steel, rubber, glass, or food products.

… teach school, deliver the mail, or sell products in stores.

… raise crops or livestock and sell them.

… mine coal or cut down trees.

… invent new products that other people buy.

… earn interest by saving money in a bank.

… drive trucks to deliver goods markets.

… are given gifts of money for a birthday or other celebration or holiday.

EXPENSE: Ways people in Ohio spend money.

S o m e O h i o a n s … watch TV, heat and/or cool their homes, or drive their cars.

… start up a new business, plant, or factory.

… purchase clothes or shoes.

… make payments on cars, new HD televisions, or cell phones.

… go to the movies, to music concerts, or out to eat.

… buy groceries and clothes.

… attend a two-year college, a four-year college, or a university.

… give presents to friends or relatives.

… go to the doctor, to the hospital, or get medicine at a drug store.

History from the Ohio Hills 78 Income and Expenses Economics: Productive Resources and Specialization

Name: Date:

Directions: For each question, study the information on the right then answer the question on the left. There may be more than one correct answer for questions that show multiple possible answers. Question #1 Copper is a metal found in nature. Copper is long lasting but it is soft Which of the possible answer(s) and easy to form into new shapes. Prehistoric Hopewell artists flattened is/are the most accurate copper with stone hammers and cut it into detailed shapes with flint economic outcome of the knives. The Hopewells made beautiful jewelry or ornaments. However, information in the passage? the Hopewells could not find the copper they needed near by. The best copper deposits were many days of travel away from where the Ohio Hopewells lived.

Possible answers: There was specialization and trade in copper because people wanted to have it but it was not found everywhere. Hopewell artists made copper jewelry and ornaments as a voluntary service to promote the common good.

Hopewell copper jewelry and ornaments were sold in foreign markets in countries such as Great Britain and France. Hopewell entrepreneurs built factories to make and sell thousands of copies of the most popular pieces of jewelry.

Answer #1

Question #2 Clay Sand and Gravel

Based on the availability of clay and sand/gravel in Ohio, which resource probably brings more goods and services to the citizens of our state?

Answer #2

History from the Ohio Hills 79 Resources & Specialization

Question #3 Construction Sand & Gravel Production • 2006

Top 5 States Metric Tons st Value A. What was Ohio’s rank (1 , Used or Sold 2nd, 3rd, 4th, or 5th) in the value of Arizona 83,700,000 $550,000,000 sand and gravel in 2006? B. Write the value in words. California 160,000,000 $1,530,000,000 Michigan 64,600,000 $262,000,000 Nevada 47,700,000 $227,000,000

Answer #3A: Ohio 48,000,000 $289,000,000

Answer #3B: Source: USGS Iron Ore Statistics and Information – 2006 Yearbook

Question #4 Part of a Newspaper Article from 1892

Read the quotations taken from “Thirty or forty years ago Ohio [was] second to Pennsylvania among the 1892 newspaper article. the iron ore producing states.” Choose the best title for the “In 1870 Ohio fell to third. In 1880 Ohio’s rank was fifth. In 1889 she story from the list below the was eleventh in rank.” story. “Two years ago eleven counties in the State [of Ohio] mined some [iron] ore. In 1890 there were [only] five [counties] and three of them [mined ore] in quantities too small to consider.” “Whatever [has caused] the problem, men who [know all of] the facts unite in [saying] that the iron mining is becoming a dead industry [very quickly] in Ohio.”

Possible titles: Ohio Ranks 11th in Iron Mining Ohio Leads in Iron Mining Answer #4 A Dying Industry in Ohio Ohio Just Behind Pennsylvania

History from the Ohio Hills 80 Resources & Specialization

Question #5 Between 1960 and 2000 the amount of coal that was mined in southeastern Ohio decreased because most of it had already been mined. Which of the possible answers The coal that was left was hard to reach. describe what probably happened in southeastern Ohio Possible answers: because of the decrease in coal Trade and the production of goods using coal increased. production? Trade increased but the production of goods using coal decreased. Trade and the production of goods using coal decreased.

Answer #5: Trade and the production of goods using coal stayed the same.

Question #6 Flint Ridge is about eight miles long. It is located in Licking and Muskingum counties. Flint Ridge flint has bright colors that most flint Which of the possible answers does not have - red, pink, yellow, blue, and green. Both prehistoric and explain why Native Americans historic American Indians mined flint at Flint Ridge. They traded the specialized in the trade of the flint for goods from as far away as the Rocky Mountains (obsidian) and productive resource – Flint the Atlantic Ocean (sea shells). Today, Flint Ridge flint is polished to Ridge Flint? make jewelry. It is Ohio's gemstone.

Possible answers: Flint is a common kind of stone that can be found in many areas of the United States. Many different kinds of flint are made into cutting tools and weapons. The flint was found only in a small area. The flint had colors that most flint does not. Answer #6

History from the Ohio Hills 81 Resources & Specialization Economics: Productive Resources and Specialization Answer Key

1. Which of the possible answers is/are the most accurate economic outcome of the information in the passage?

Copper is a metal found in nature. Copper is long lasting but it is soft and easy to form into new shapes. Prehistoric Hopewell artists flattened copper with stone hammers, cut it into detailed shapes with flint knives. The Hopewells made beautiful jewelry or ornaments. However, the Hopewells could not find the copper they needed near by. The best copper deposits were many days of travel away from where the Ohio Hopewells lived.

There was specialization and trade in copper because people wanted to have it but it was not found everywhere.

2. Based on the availability of clay and sand/gravel in Ohio, which resource probably brings more good and services to the citizens of our state?

The sand and gravel production map shows many more locations where sand and gravel are produced than the clay production map. It is likely that sand and gravel production brings more goods and services to the citizens of our state.

3. A. What was Ohio’s rank (1st, 2nd, 3rd, 4th, or 5th) in the value of sand and gravel used or sold in 2006? B. Write the value in words.

A. 3rd. The value of Ohio’s 2006 sand and gravel production ranked #3rd of the top 5 states. B. $289,000,000 in words is two hundred eighty-nine million dollars.

4. Read the quotations taken from the 1892 newspaper article. Choose the best title for the story from the list below the story.

A Dying Industry in Ohio. The title of the original article is “A Dead Industry in Ohio.” Download a PDF file of the entire article from the New York Times Archives: http://query.nytimes.com/gst/abstract.html?res=9A03E5D91631E033A25751C2A9649C94639ED7CF

5. Which of the possible answers describe what probably happened in southeastern Ohio because of the decrease in coal production? Between 1960 and 2000 the amount of coal that was mined in southeastern Ohio decreased because most of it had already been mined. The coal that was left was hard to reach.

Trade and the production of goods decreased.

6. Which of the possible answers explain why Native Americans specialized in the trade of the productive resource – Flint Ridge Flint?

Flint Ridge is about eight miles long. It is located in Licking and Muskingum counties. Flint Ridge flint has bright colors that most flint does not have - red, pink, yellow, blue, and green. Both prehistoric and historic American Indians mined flint at Flint Ridge. They traded the flint for goods from as far away as the Rocky Mountains (obsidian) and the Atlantic Ocean (sea shells).

The flint was found only in a small area. The flint had colors that most flint does not. History from the Ohio Hills 82 Resources & Specialization S05. Government

Ohio Social Studies Grade 3-5 Benchmarks

A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. (Role of Government) • Y2003.CSS.S05.G03-05.BA.L04.I01 • Y2003.CSS.S05.G03-05.BA.L04.I02 B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy. (Rules and Laws) • Y2003.CSS.S05.G03-05.BB.L04.I03 • Y2003.CSS.S05.G03-05.BB.L04.I04 Classroom Activities

Activity #1 Social Studies: Role of Government: Y2003.CSS.S05.G03-05.BA.L04.I01, I02 English: Communication: Y2003.CEW.S05.G03-04.BA.L04.I01 and I03 Technology: Productivity: Y2003.CTE.S03.G03-05.BB.L04.I01

Arrange to have a local General Assembly member (Ohio House of Representative or Ohio Senate) meet with your students. The legislator might be asked to talk about his/her role in the General Assembly, how laws are developed and enacted, and his/her interaction with the other branch of the assembly and the Governor. She/he also might be asked to explain some of the differences between federal, state, and local government and the three branches that exist at each level.

Variation #1 Join with other districts and arrange a Distance Learning project with a member of the legislative, judicial, or executive branch who cannot come directly to your location.

Activity #2 Social Studies: • Role of Government: Y2003.CSS.S05.G03-05.BA.L04.I01, I02 • Rules and Laws: Y2003.CSS.S05.G03-04.BB.L04.I03, I04 Technology: • Productivity: Y2003.CTE.S03.G03-05.BB.L04.I03, I06 • Productivity: Y2003.CTE.S03.G03-05.BC.L04.I01, I02, I03 • Information Literacy: Y2003.CTE.S05.G03-05.BA.L04.I01, I02, I03

Create a PowerPoint game based on a popular game show format like Jeopardy, Who Wants to Be a Millionaire, or Hollywood Squares. Use the game to review the Ohio government information. • Classroom Game Templates and More (Links to Music, Sound Clips, and Directions) o Kara Leonard, Murray County Schools, Chatsworth, Georgia o http://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/March%20Mini%20T- Games/Games.htm#gameshows

History from the Ohio Hills 83 S05 Government • Dynamic PowerPoint: Using PowerPoint’s Interactivity Features to Create Games, Quizzes, Menus, Tutorials and More. o From Glenna Shaw o http://www.pptmagic.com/articles/dynamicppt.htm • How to Create a PowerPoint Jeopardy Quiz o Helen Mongan-Rallis, Education Department, University of Minnesota at Duluth. o http://www.d.umn.edu/~hrallis/guides/PP/pp_jeopardy/jeopardy.html • Parade of Games in PowerPoint o Faculty and Staff of the University of Wisconsin at Whitewater o http://facstaff.uww.edu/jonesd/games/ • PowerPoint Activities o Kim Overstreet, District Technology Resource Teacher, Fayette County Public Schools, Lexington, Kentucky: o http://teach.fcps.net/trt10/PowerPoint.htm#temp • PowerPoint Jeopardy o Educational Resources for Teachers at the James Madison Center, James Madison University o http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm • Templates for PowerPoint Games o World Wide Interactive Learning Design Team o http://it.coe.uga.edu/wwild/pptgames/templates.html Word Bank

Part of Term Definition Speech apply (laws) verb to make a formal written explanation (of laws) authority noun somebody or something with recognized power over a group of people, places, or things checks and noun the idea that each branch of government (executive, legislative, and judicial) balances keeps watch over the others constitution noun a written plan of government that states how a group, state, or country is to be organized and run democratic adjective having to do with governing in a way that citizens take part freely and equally, usually by voting in elections elect verb make a decision or choose leaders or members by voting election noun an organized event where choices about decisions, membership, or leadership are made and recorded enforce verb to force people to be obedient to a law executive noun the part of the government that has the authority to enforce laws branch framework noun the basic form, skeleton, or guide for something that will be more fully developed later on General noun the name given to Ohio's legislative branch. It is made up of members of the Assembly Ohio House of Representatives and the Ohio Senate guarantee noun something that makes sure that a particular outcome will occur individual noun a particular person, one who is separate and distinct from all others interpret verb to explain the meaning of something or to explain why something has a major or important effect judicial branch noun the part of the government that has the authority to interpret and apply the law

History from the Ohio Hills 84 S05 Government Part of Term Definition Speech legislative noun the part of the government that has the authority to make laws branch official noun a person who has a job or position of authority organize verb to arrange the pieces and parts of something in a way that creates a particular structure purpose noun the reason for which something exists for which it has been done or made supreme adjective above all others in power, authority, rank, status, or skill Supreme noun the name of the group of judges who lead Ohio’s judicial branch Court

Web Links

InfOhio Resources: • http://www.infohio.org • InfOhio's state-funded resources are available to all Ohio K-12 students and teachers. Use the Grade K-5 resource components: • Digital Video Collection. The videos can be watched online or downloaded to your computer. o Our Ohio series: “The People’s House” • American National Biography • Britannica Online • Kids Search

Ohio State Government Information: • General Assembly: http://www.legislature.state.oh.us/ • Major heading include: The Ohio Senate, The Ohio House of Representatives, Executive & Judicial Branches, About Ohio’s State Government, Laws, Acts, and Legislation; Education Topics, Session video, and Ohio’s Legislative Agencies • Downloadable nine-page Ohio Government PDF file: Choose About Ohio’s State Government > Educational Information > Ohio History Education Packet

Ohio Social Studies Resource Center • Government Standard: http://www.ossrc.org/standard.php?rec=5 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

Ohio Instructional Management System Model Lessons: • http://ims.ode.state.oh.us • Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. • Government Model Lessons include: o Grade 3: “Local Government and Leaders” and “Power and Authority” o Grade 4: “The Purpose of a Constitution” o Grade 5: “Declaration of Independence and the Constitution” and “First Amendment Rights”

History from the Ohio Hills 85 S05 Government Ohio Treasure Chest of Technology Resources • Social Studies: http://www.ohiotreasurechest.org/cgi-bin/course_list.pl?content_area=CSS • The Ohio Treasure Chest is an online collection of thousands of web sites that are high quality, teacher- reviewed, interactive, and free. The Social Studies web site is aligned directly to the Ohio Academic Content Standards and is ready for use in your classroom. The site is organized first by grade level, then by standard, and finally by indicator. Entries are divided into web resources and lesson plans. North Canton City Schools’ Technology Integration Specialist Eric Curts administers this site. eTSEO Programs

• Constitution Challenge: “The [United States] Constitution,” “The Bill of Rights and the Amendments,” and “Checks and Balances” • My America: “How Our Laws Are Made” Distance Learning Opportunities

The following list includes program titles and their content providers for the Government standard.

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • So You Know Ohio? Interactive game show government category: “The People's Choice” Field Trips

Ohio Channel Live Streams and Video Archives • Watch live broadcasts, streamed video archives of past broadcasts, or purchase DVDs/VHS tapes of past broadcasts. • http://www.ohiochannel.org/multimedia/live_streams.cfm • Stream I: Ohio Senate • Stream II: Ohio House of Representatives • Stream III: Supreme Court of Ohio • Stream IV: Office of the Governor

Ohio Museum Listings

History from the Ohio Hills 86 S05 Government • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

Ohio Statehouse • Columbus, Ohio (Franklin County) • Facility: http://www.ohiochannel.org/your_state/ohio_statehouse/education/sevc.cfm • Virtual Tour: http://www.ohiochannel.org/your_state/ohio_statehouse/multimedia/virtual_tour.cfm • Social Studies Connection: o Ohio Statehouse: http://www.ohiochannel.org/your_state/ohio_statehouse/education/capitol_square/statehouse.cfm o Ohio History Central . Governor’s Office . Supreme Court . General Assembly

Senate Building (formerly know as the Judiciary Annex) • Columbus, Ohio (Franklin County) • Facility: http://www.ohiochannel.org/your_state/ohio_statehouse/education/capitol_square/senate_building.cfm • Social Studies Connection: History of Ohio’s State Government: http://www.legislature.state.oh.us/about.cfm

Trade Book Connections

Notable Social Studies Trade Books for Young People • The National Council of Social Studies (NCSS). o http://www.socialstudies.org/resources/notable/ o Each year the NCSS publishes an annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by National Council for the Social Studies (NCSS) and assembled in cooperation with the Children's Book Council (CBC). One must purchase a membership to the NCSS to view the most recent year’s online book list but past lists are available in downloadable PDF format. o Once a book list file is downloaded and launched, use your PDF viewer’s keyword search/find function to quickly locate appropriate books. o Book lists are organized by Theme Strands. The NCSS strand that matches Ohio’s Government standard is VI. Power, Authority, and Governance. o Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H)

History from the Ohio Hills 87 S05 Government Government Vocabulary Quiz

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. the name of Ohio’s legislative branch 1. executive branch

B. the part of the government that has the authority to enforce laws 2. constitution

C. the name of the group of judges that lead Ohio’s judicial branch 3. democratic

D. the part of the government that has the authority to make laws 4. checks and balances

E. the part of the government that has the authority to interpret and 5. General Assembly apply the law

F. to explain the meaning of something or to explain why something 6. supreme has a major or important effect

G. the idea that each branch of government keeps watch over the 7. Supreme Court others.

H. a written plan that states how a group, state, or country is to be 8. interpret organized and run

I. above all others in power, authority, rank, status, or skill 9. legislative branch

J. having to do with governing in a way that citizens take part freely 10. judicial branch and equally, usually by voting in elections

History from the Ohio Hills 88 Government Vocabulary Quiz Government Vocabulary Quiz • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

B 1. executive branch A. the name of Ohio’s legislative branch

B. the part of the government that has the authority to enforce the H 2. constitution laws

J 3. democratic C. the name of the group of judges that lead Ohio’s judicial branch

G 4. checks and balances D. the part of the government that has the authority to make laws

E. the part of the government that has the authority to interpret and A 5. General Assembly apply the law

F. to explain the meaning of something or to explain why something I 6. supreme has a major or important effect

G. the idea that each branch of government keeps watch over the C 7. Supreme Court others

H. a written plan of government that states how a group, state, or F 8. interpret country is to be organized and run

D 9. legislative branch I. above all others in power, authority, rank, status, or skill

J. having to do with governing in a way that citizens take part freely E 10. judicial branch and equally, usually by voting in elections

History from the Ohio Hills 89 Government Vocabulary Quiz Government • Multiple Choice Quiz

Name: Date:

Directions: Write the letter of the correct answer in the box before each question. Use capital letters.

1) Which of the following is a major responsibility of Ohio’s executive branch?

A. Provide a framework for Ohio government B. Write and pass laws for Ohio C. Carry out and enforce Ohio laws D. Interpret and apply Ohio laws

2) Today, Ohioans may borrow books from our public libraries – for free. Our libraries buy these books with part of the tax dollars Ohioans pay each year.

Which branch of government passes Ohio tax laws?

A. Legislative branch B. Executive branch C. Judicial branch D. Electoral branch

3) During disasters in Ohio such as major floods or tornados, the Governor may send soldiers from the Ohio National Guard to help our citizens.

Which branch of government is responsible for sending out the Ohio National Guard in times of trouble?

A. Legislative branch B. Executive branch C. Judicial branch D. Electoral branch

4) An Ohio citizen thinks that a new law that the General Assembly passed keeps him/her from having one of the rights listed in the Ohio Constitution.

Which branch of the government is responsible for evaluating the new law to see if it fits the Ohio Constitution?

A. Legislative branch B. Executive branch C. Judicial branch D. Electoral branch

History from the Ohio Hills 90 Ohio Government Quiz

5) Which of the following explains why elections are used to pick government leaders?

A. Elections allow the people to be in charge of the government.

B. Elections list the major powers of elected officials. C. Elections are an example of volunteer work for a service organization. D. Elections explain the importance of leadership and public service.

6) The General Assembly is Ohio’s…

A. … Executive Branch

B. … Judicial Branch C. … Legislative Branch D. … Civic Responsibility Branch

7) Which of the following explains a purpose of Ohio’s Constitution?

A. It lists Ohio’s 88 counties and states their locations and border lines.

B. It provides for the protection of natural resources by setting up the Environmental Protection Agency of Ohio. C. It lists the mailing address, telephone numbers, and email addresses for Ohio’s elected officials. D. It lists the rights of individual citizens.

8) Ohio’s Constitution says “cruel and unusual punishments” are not allowed. The part of the constitution that has to do freedom from cruel and unusual punishments is…

A. … the list of all punishments for major crimes like murder and stealing. B. … the framework of how the state government is organized into the executive, legislative, and judicial branches. C. … the list of the rights of Ohio’s citizens. D. … the list of the duties and powers of our major officials.

9) Which of the following is an example of the framework of Ohio’s government?

A. Cruel and unusual punishment is not allowed.

B. The Executive department has a governor and a lieutenant governor. C. The Ohio Supreme Court has the power to decide if Ohio’s laws are constitutional. D. The power of the Legislative department to tax Ohioans is limited.

10) Which of the following explains another purpose of Ohio’s Constitution?

A. It provides money for the building of a statehouse for the General Assembly and a home for

the governor. B. It lists the major powers and duties of our government officials. C. It provides a limit to the powers of entrepreneurs and businesses in Ohio. D. It lists the amount of money Ohio’s elected leaders will be paid while they are serving Ohio.

History from the Ohio Hills 91 Ohio Government Quiz Government • Multiple Choice Quiz • Answer Key

1) Which of the following is a major responsibility of Ohio’s executive branch? C. Carry out and enforce Ohio laws

2) Today, Ohioans may borrow books from our public libraries – for free. Our libraries buy these books with part of the tax dollars Ohioans pay each year. Which branch of government passes Ohio tax laws? A. Legislative branch

3) During disasters in Ohio such as major floods or tornados, the Governor may send soldiers from the Ohio National Guard to help our citizens. Which branch of government is responsible for sending out the Ohio National Guard in times of trouble? B. Executive branch

4) An Ohio citizen thinks that a new law that the General Assembly passed keeps him/her from having one of the rights listed in the Ohio Constitution. Which branch of the government is responsible for evaluating the new law to see if it fits the Ohio Constitution? C. Judicial branch

5) Which of the following explains why elections are used to pick government leaders? A. Elections allow the people to be in charge of the government

6) The General Assembly is Ohio’s… C. … Legislative Branch

7) Which of the following explains a purpose of Ohio’s Constitution? D. It lists the rights of individual citizens

8) Ohio’s Constitution says “cruel and unusual punishments” are not allowed. The part of the constitution that has to do with freedom from cruel and unusual punishments is… C. … the listing of the rights of Ohio’s citizens

9) Which of the following is an example of the framework of Ohio’s government? B. The Executive department has a governor and a lieutenant governor

10) Which of the following explains another purpose of Ohio’s Constitution? B. It lists the major powers and duties of our government officials

History from the Ohio Hills 92 Ohio Government Quiz Government • Ohio’s Constitution Name: ______Date: ______

Directions: Write the purposes of Ohio’s Constitution in the top box. Fill in the name of the 3 branches of government and write the main members of each branch and then their powers or duties. List the rights of Ohio citizens listed in our constitution in the box below the Bill of Rights.

The Purposes of a Constitution

______Bill of Rights Branch Branch Branch

Members: Members: Members: Rights:

Major Responsibility: Major Responsibility: Major Responsibility:

History from the Ohio Hills 93 Ohio’s Constitution Government • Ohio’s Constitution • Answer Key

The Purposes of a Constitution

1. Provide a framework for the government. Accept reasonable answers. Order of branches does not matter. 2. Limit the power of the government. Children are not expected to list all 20 rights. The most common rights are 3. Define the authority of elected officials underlined. The entire list of rights is provided for your reference.

Executive Legislative Judicial Bill of Rights Branch Branch Branch

Members: Members: Members: 1. Inalienable Rights: enjoying and defending life and liberty, acquiring,

possessing, and protecting property, and seeking and obtaining happiness and safety Governor General Assembly: Supreme Court 2. Right to alter, reform, or abolish government, and repeal special Lieutenant Governor Courts of Appeals privileges Senate 3. Right to assemble Secretary of State Courts of Common 4. Bearing arms; standing armies; military powers Auditor of State House of Pleas 5. Trial by jury Representatives 6. Slavery and involuntary servitude Treasurer of State 7. Rights of conscience; education; the necessity of religion and knowledge Attorney General 8. Right of habeas corpus 9. Bail; cruel and unusual punishments 10. Trial for crimes; witness: Rights of victims of crime 11. Freedom of speech; of the press; of libels Major Responsibility: Major Responsibility: Major Responsibility: 12. Transportation, etc. for crime 13. Quartering troops 14. Search warrants and general warrants Carry out and enforce Make state laws. Interpret and apply 15. No imprisonment for debt laws made by the Ohio law. 16. Redress in courts 17. Hereditary privileges, etc. General Assembly. 18. Suspension of laws 19. Inviolability of private property; Damages for wrongful death 20. Powers reserved to the people

History from the Ohio Hills 94 Ohio’s Constitution S06. Citizenship Rights and Responsibilities

Ohio Social Studies Grade 3-5 Benchmarks

A. Explain how citizens take part in civic life in order to promote the common good. (Participation) • Y2003.CSS.S06.G03-05.BA.L04.I01 B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government. (Rights and Responsibilities) • Y2003.CSS.S06.G03-05.BB.L04.I02 • Y2003.CSS.S06.G03-05.BB.L04.I03 • Y2003.CSS.S06.G03-05.BB.L04.I04 Classroom Activities

Activity #1 Social Studies: • Participation, Rights and Responsibilities: Y2003.CSS.S06.G03-05.BB.L04.I03 • Skills and Methods: Y2003.CSS.S07.G03-04.BA.L04.I01, I03 Fine Arts: Theater: • Audience/Viewer Behavior: Y2003.CAT.S01.GKG-04.BA.L04.I01 • Communicate: Y2003.CAT.S02.GKG-04.BA.L04.L01, Y2003.CAT.S02.GKG-04.BB.L04.I04, Y2003.CAT.S02.GKG-04.BD.L04.I06 • Analyze: Y2003.CAT.S03.GKG-04.BC.L04.I06 • Applications: Y2003.CAT.S05.GKG-04.BA.L04.I02 and Y2003.CAT.S05.GGK-04.BB.L04.I03

Many public buildings and structures such as schools, hospitals, bridges, and highways have been named after people who were local or national leaders. List all such buildings and structures in your community. Have your students research the leaders to learn about their deeds and leadership characteristics.

Variation #1: Identify men and women from your community who have played a role in state government. Set up an interview with anyone currently serving a role in state government. Research the contributions of citizens whose contributions are in the past.

Variation #2: “Historical Figure: A Monologue.” Kennedy Center for Performing Arts Lesson Plan. http://artsedge.kennedy-center.org/content/2137/ “In this lesson, students will choose a famous person who was born in their state, research the person's contributions to history, write a monologue, and perform their monologue with a costume and/or a prop.

Activity #2 Social Studies: • Rights and Responsibilities: Y2003.CSS.S06.G03-05.BA.L04.I01 and Y2003.CSS.S06.G03- 05.BB.L04.I02 • Skills and Methods: Y2003.CSS.S07.G03-05.BD.L04.I10

History from the Ohio Hills 95 S06 Citizenship Service Learning. Choose a public service activity or event to promote the common good in your school or your community. Have the children participate. A partial list: pick up litter around the school or the school neighborhood, plant a tree or a mini nature reserve, collect money for a local charity or the local branch of a national charity, donate time to the local animal shelter, collect products needed by the local domestic violence shelter. Also see the Learn and Serve Clearing House: (http://www.servicelearning.org/instant_info/effective_practices/index.php), and Learning in Deed (http://learningindeed.org/index.html).

Activity #3 Social Studies: Participation: Y2003.CSS.S06.G03-05.BA.L04.I01 Writing: Y2003.CEW.S02.G03-04.BC.L04.I03

Have the students write to an elected Ohio official about an issue that concerns them. • Ohio Statehouse News: http://statenews.org/ • Make Your Voice Heard: Ohio House of Representatives: http://www.house.state.oh.us/jsps/Voice.jsp • Office of the Governor Contact Information: http://governor.ohio.gov/Contact/tabid/111/Default.aspx • Contacting Your Ohio Senator: http://www.senate.state.oh.us/how/contact.html • Supreme Court of Ohio and Ohio Judicial Center Office Phone Directory: http://www.sconet.state.oh.us/Communications_Office/contact/default.asp

Activity #4 Social Studies: • Role of Government: Y2003.CSS.S05.G03-05.BA.L04.I02 • Citizenship: Participation: Y2003.CSS.S06.G03-05.BA.L04.I01 • Rights and Responsibilities: Y2003.CSS.S06.G03-05.BB.L04.I02, I03, I04 • Skills and Methods: Y2003.CSS.S07.G03-05.BA.L04.I01, I03 and Y2003.CSS.S07.G03-05.BB.L04.I06 Fine Arts: Visual Arts: • Communication: Y2003.CAV.S02.GKG-04.BA.L04.I01 • Applications: Y2003.CAV.S05.GKG-04.BC.L04.I04 Technology • Productivity: Y2003.CTE.S03.G03-05.BC.L04.I01, I02, I03 • Information Literacy: Y2003.CTE.S05.G03-05.BA.L04.I01, I02, I03, I04

Hold a campaign to encourage eligible voters to register and to vote. Look online at the Ohio Secretary of States Office: http://www.sos.state.oh.us/sos/ElectionsVoter/OhioElections.aspx?Section=boeDir, or contact your local election board to learn statistics about voters and voting in your area. Use the results of your research to create “factoids” that might help local citizens see the need to vote.

Create bookmarks, posters, PSAs, etc. that can be sent home or seen by the public. For example: In the 2000 election, 56% of Ohio’s registered male voters voted compared to 60 % of female voters but in the state of Maine the percentages were 70% for males and 71% for females. (Source: U.S. Census Bureau. http://www.census.gov/population/www/socdemo/voting.html)

Your research might include: • How many eligible voters live in the chosen area? • How many of the eligible voters are registered? • How many registered voters actually voted in the most recent election(s)? • What is the break down for each of the above questions as to gender, race, etc? • What are the voting trends for each of the above questions for the last 5, 10, 20….. years?

History from the Ohio Hills 96 S06 Citizenship Variation #1: PBS The Democracy Project: “Why Vote? A Public Awareness Campaign.” o Inside a Voting Booth: http://pbskids.org/democracy/vote/index.html o Lesson Plan: http://pbskids.org/democracy/educators/whyvote.html

Activity #5 Social Studies: • Rule of Law: Y2003.CSS.S05.G03-05.BA.L04.I01, I02 • Participation: Y2003.CSS.S06.G03-05.BA.L04.I01 • Rights and Responsibilities: Y2003.CSS.S06.G03-05.BB.L04.I02 • Skills and Methods: Y2003.CSS.S07.G03-05.BA.L04.I01 Technology: • Find Information: Y2003.CTE.S05.G03-05.BB.L04.I01, I03, I04, I05, I06 • Search Engines: Y2003.CTE.S05.G03-05.BC.L04.I01, I02, I03, I04 Fine Arts: Visual Art: Y2003.CAV.S05.GKG-04.BB.L04.I03 and Y2003.CAV.S05.GKG-04.BC.L04.I04

Hold a mock election. Limit the election to candidates for state office or just to local candidates for state office. Learn the duties and powers associated with each office for which candidates are running. Research each candidate’s stand on issues associated with the race. Research may be conducted via the Internet, materials available at local political party headquarters, field trips, guest speakers, email, letter writing, etc. Create posters or bulletin board displays for each office, its duties and powers. Create posters for candidates that depict their stands on issues relating to the race. Do not use mock elections to persuade your voters to vote one way or another. The purpose is to teach and encourage students and parents to get involved in the election process and ultimately become better citizens.

Variation #1: Hold a class or school election for class officers, a student council, etc. Variation #2: See: Kid’s Vote in Central Ohio: http://www.kidsvotingoh.org/

Word Bank

Part of Term Definition Speech promotes verb encourages the growth and development of something influence verb effect or make a change in a person, place or thing advantage noun a benefit or a gain civic adjective relating to the government of a town or a city: connected with the duties and requirements of belonging to a community common good noun the advantage or benefit of everyone, not just for one or a few people communicating verb giving or exchanging information, usually by writing or talking desirable adjective worth having or doing government noun a group of people who have the power to make, enforce, and interpret laws for a country or area honesty noun truthfulness, being morally upright obey verb to follow instructions or behave in the way that a law, rule, or order says you should behave opportunity noun a chance, especially one that offers some kind of benefit or advantage organization noun a group of people who share a particular interest or purpose participate verb to take part in an event or activity perform verb to carry out an action or do a job/task promote verb encourage the growth and development of something

History from the Ohio Hills 97 S06 Citizenship Part of Term Definition Speech public adjective open to everyone; relating to the government rather than to private corporations or industries public service noun a service for the benefit of everyone, not just one of a few people quality noun a characteristic of somebody or something reliability noun capable of doing what is expected or what has been promised respecting preposition with a feeling or attitude of admiration toward somebody or something; putting another person's interests before your own voluntary adjective done by one's own choice rather than because one was forced or required to do so wisdom noun the knowledge and experience needed to make sensible decisions and judgments

Web Links

Ohio Social Studies Resource Center • Citizenship Rights and Responsibilities Standard: http://www.ossrc.org/standard.php?rec=6 • The Ohio Social Studies Resource Center (OSSRC) provides links to peer-reviewed instructional resources that have been identified by a review board of Ohio educators as exemplifying best or promising practices. The resources are correlated with the Ohio Social Studies Academic Content Standards. The site is organized first by content standard, then by grade level, and finally by indicator. Entries are divided into content resources and instructional resources.

Ohio Instructional Management System Model Lessons: • http://ims.ode.state.oh.us • Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. • Citizenship Rights and Responsibilities Model Lessons include: o Grade 3: “Class With Character” o Grade 5: “How to Become an American”

• It Happened Here: “Presidents from Ohio” • My America: “Becoming an Active Citizen” • Ohio Stories: “Education”

History from the Ohio Hills 98 S06 Citizenship Distance Learning Opportunities

The following list includes program titles and their content providers for the Citizenship Rights and Responsibilities standard.

Muskingum Valley Educational Service Center http://www.mvesc.k12.oh.us/tap/ • Patriotism!

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • So You Know Ohio? Interactive game show citizenship category: “It’s Your Duty” Field Trips

Ohio Museum Listings • Ohio Museums Association: View museum listings by name, region, or type: http://www.ohiomuseums.org/guide.html

U. S. President Ulysses S. Grant Sites: • Grant Birthplace o Point Pleasant, Ohio (Clermont County) o Facility: http://ohsweb.ohiohistory.org/places/sw08/index.shtml • Grant Boyhood Home o Georgetown, Ohio (Brown County) o Facility: http://ohsweb.ohiohistory.org/places/sw09/ • Grant Schoolhouse o Georgetown, Ohio (Brown County) o Facility: http://ohsweb.ohiohistory.org/places/sw10/index.shtml • Social Studies Connection: Ohio History Central o Ulysses S. Grant

History from the Ohio Hills 99 S06 Citizenship U. S. President Warren G. Harding’s Home • Marion, Ohio (Marion County) • Facility: http://ohsweb.ohiohistory.org/places/c03/#location • Social Studies Connection: Ohio History Central: o Warren G. Harding o Teapot Dome Scandal

U. S. President Rutherford B. Hayes Presidential Center • Fremont, Ohio (Sandusky County) • Facility: http://www.rbhayes.org/hayes/ • Social Studies Connection: Ohio History Central o Rutherford B. Hayes o Public Education (President Hayes worked to reform public education)

U. S. President William McKinley Presidential Library and Museum • Canton, Ohio (Stark County) • Facility: http://www.mckinleymuseum.org/ • Social Studies Connection: Ohio History Central o William McKinley, Jr. o McKinley National Memorial Trade Book Connections

Notable Social Studies Trade Books for Young People • The National Council of Social Studies (NCSS). • http://www.socialstudies.org/resources/notable/ • Each year the NCSS publishes an annotated book list of notable books that were copyrighted in the previous year. The books are evaluated and selected by a Book Review Committee appointed by National Council for the Social Studies (NCSS) and assembled in cooperation with the Children's Book Council (CBC). One must purchase a membership to the NCSS to view the most recent year’s online book list but past lists are available in downloadable PDF format. • Once a book list file is downloaded and launched, use your PDF viewer’s keyword search/find function to quickly locate appropriate books. • Book lists are organized by Theme Strands. The NCSS strand that matches Ohio’s Citizenship Rights and Responsibilities standard is X. Civic Ideals and Practices. • Grade Level codes are: Primary (P), Intermediate (I), Middle School (M), and High School (H)

History from the Ohio Hills 100 S06 Citizenship Citizenship Rights and Responsibilities Vocabulary Quiz

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. encourage the growth and development of something 1. wisdom

B. done by one's own choice rather than because one was forced or 2. government required to do so

C. relating to the government of a town or a city: connected with the 3. opportunity duties and requirements of belonging to a community

D. the advantage or benefit of everyone, not just for one or a few 4. promote people

E. capable of doing what is expected or what has been promised 5. obey

F. a chance, especially one that offers some kind of benefit or 6. common good advantage

G. a group of people who have the power to make, enforce, and 7. public interpret laws for a country or area

H. open to everyone; relating to the government rather than to private 8. voluntary industries or companies

I. to follow instructions or behave in the way that a law, rule, or order 9. reliability says you should behave

J. the knowledge and experience needed to make sensible decisions 10. civic and judgments

History from the Ohio Hills 101 Citizenship Vocabulary Quiz Citizenship Rights and Responsibilities Vocabulary Quiz • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

J 1. wisdom A. encourage the growth and development of something

B. done by one's own choice rather than because one was forced or G 2. government required to do so

C. connected with the duties and requirements of belonging to a F 3. opportunity community

D. the advantage or benefit of everyone, not just for one or a few A 4. promote people

I 5. obey E. capable of doing what is expected or what has been promised

F. a chance, especially one that offers some kind of benefit or D 6. common good advantage

G. the group of people who have the power to make, enforce, and H 7. public interpret laws for a country or area

H. open to everyone; relating to the government rather than to private B 8. voluntary industries or companies

I. to follow instructions or behave in the way that a law, rule, or order E 9. reliability says you should behave

J. the knowledge and experience needed to make sensible decisions C 10. civic and judgments

History from the Ohio Hills 102 Citizenship Vocabulary Quiz Citizenship Rights and Responsibility Quiz

Name: Date:

Directions: Some questions have more than one answer. Write the letter of the correct answer (or answers) in the box before the question. Write capital letters.

1) If you volunteered to help in your community’s local “Clean Up the Environment” project, you have…

A. … tried to influence your local community’s government. B. … explained why honesty is a positive quality in political leaders. C. … become a primary resource used to answer a question about Ohio history. D. … helped promote the common good.

2) Citizens can influence Ohio’s elected leaders by…

A. … volunteering in a Special Olympics event for special needs citizens. B. … voting in an election. C. … writing a letter to an elected official. D. … writing a new framework to organize Ohio’s government.

3) Which of the following promote the common good?

A. Throwing trash into a trash can. B. Obeying traffic laws. C. Picking up litter. D. Donating money to a charity such as the Red Cross, the March of Dimes, cancer research, or the American Heart Association

4) Which of the following is a way in which an Ohioan can promote the common good by taking part in civic and service organizations?

A. Working at a local food pantry handing out food to hungry Ohioans. B. Giving money to an Ohio charity to help people with physical problems. C. Holding a car wash to raise money to care for the animals at a local animal shelter. D. Cleaning up a river with your local clean river organization.

5) An elected public official who is honest would be most likely to …

A. … take gifts of money from citizens who want special favors or special treatment. B. … enforce a law for most citizens but ignore the same law for friends. C. … tell the truth about how she/he made a decision that some citizens like but others do not like. D. … be lazy on the job instead of carrying out his/her official duties.

History from the Ohio Hills 103 Ohio Rights & Responsibility Quiz

6) If Ohioans elect leaders who have the personal qualities of respect for the rights of others, fairness, reliability, honesty, wisdom and courage, which of the following would be the most likely result?

A. Every citizen in Ohio would become a better person. B. Ohio citizens would have problems understanding their leaders. C. Ohio citizens would not trust their leaders and would probably be less willing to cooperate with them. D. Ohio citizens would trust their leaders and would probably be more willing to cooperate with them. 7) The Ohio Environmental Protection Agency (OEPA) was created in 1972. It is responsible for making sure that Ohioans have clean water and clean air.

All Ohioans have a responsibility to promote the common good by …

A. … obeying laws passed to protect Ohio’s air and water. B. … creating rules to judge how well the OEPA carries out its responsibilities. C. … reading, listening to, or watching information about what the OEPA is doing each week. D. … running for office as a board member or as the president of the OEPA. 8) Which of the following is an example of the quality of reliability an elected official might display?

A reliable elected official would…

A. … be on time for official meetings. B. … take a vacation instead of carrying out his/her official duties. C. … share money offered to him/her by a voter who wants a special favor. D. … work to pass a law that favors a few Ohioans while it hurts others.

9) Which of the following is an example of the quality of wisdom an elected official might display?

A wise elected official would…

A. … accept money sent by a voter who wants the official to favor his/her wishes over the wishes of others. B. … ask his employees to tell him/her what decision to make about an issue. C. … study an issue carefully before she/he made a decision about it. D. … spend taxpayers’ money to build an addition onto his/her house. 10) Which of the following is an example of the quality of courage an elected official might display?

A courageous elected official would…

A. …give in to the bullying of a small group of powerful, dishonest people. B. …hide in a closet on election night so she/he would not have to talk to news reporters. C. …vote on his/her beliefs and the wishes of the majority of Ohioans. D. …refuse to answer phone calls from Ohio citizens because the citizens might be mad.

History from the Ohio Hills 104 Ohio Rights & Responsibility Quiz Citizenship Rights and Responsibilities Quiz • Answer Key

1) If you volunteered to help in your community’s local “Clean Up the Environment” project, you have… Answer D… helped promote the common good. 2) Citizens can influence Ohio’s elected leaders by… Answer C… writing a letter to an elected official. 3) Which of the following promote the common good? Answers: A. Throwing trash into a trash can. B. Obeying traffic laws. C. Picking up litter. D. Donating money to a charity such as the Red Cross, the March of Dimes, cancer research, or the American Heart Association 4) Which of the following is a way in which an Ohioan can promote the common good by taking part in civic and service organizations? Answers: A. Working at a local food pantry handing out food to hungry Ohioans. B. Giving money to an Ohio charity to help people with physical problems. C. Holding a car wash to raise money to care for the animals at a local animal shelter. D. Cleaning up a river with your local clean river organization. 5) An elected public official who is honest would be most likely to … Answer C… tell the truth about how she/he made a decision that some citizens like but others do not like. 6) If Ohioans elect leaders who have the personal qualities of respect for the rights of others, fairness, reliability, honesty, wisdom and courage, which of the following would be the most likely result? Answer D. Ohio citizens would trust their leaders and would probably be more willing to cooperate with them. 7) The Ohio Environmental Protection Agency (OEPA) was created in 1972. It is responsible for making sure that Ohioans have clean water and clean air. All Ohioans have a responsibility to promote the common good by … Answer A… obeying laws passed to protect Ohio’s air and water. 8) Which of the following is an example of the quality of reliability an elected official might display? A reliable elected official would… Answer A… be on time for official meetings. 9) Which of the following is an example of the quality of wisdom an elected official might display? A wise elected official would… Answer C… study an issue carefully before she/he made a decision about it. 10) Which of the following is an example of the quality of courage an elected official might display? A courageous elected official would… Answer C. …vote on his/her beliefs and the wishes of the majority of Ohioans instead of giving in to threats of powerful, dishonest people.

History from the Ohio Hills 105 Ohio Rights & Responsibility Quiz Citizenship Rights and Responsibilities Personal Responsibility

Name: Date:

Ohio citizens have personal and civic responsibilities. • An example of carrying out your personal responsibility is taking advantage of the opportunity to get an education. • Examples of carrying out your civic responsibility are obeying the law and respecting the rights of others.

Think about what daily life would be like in Ohio if no one carried out any of his or her personal and civic responsibilities. • Think about what the traffic in the streets would be like. • Think about how adults would treat one another. • Think about how adults would treat children. • Think about how children would treat each other. • Would the qualities of fairness, reliability, honesty, wisdom and courage all disappear?

Write a paragraph that explains why it is important for you and all Ohioans to carry out personal responsibilities. Organize your thoughts before you begin to write. Use all of the writing skills you have learned.

History from the Ohio Hills 106 Personal Responsibility S07. Social Studies Skills and Methods

Ohio Social Studies Grade 3-5 Benchmarks

A. Obtain information from a variety of primary and secondary sources using the component parts of the source. (Obtaining Information) • Y2003.CSS.S07.G03-05.BA.L04.I01 • Y2003.CSS.S07.G03-05.BA.L04.I02 • Y2003.CSS.S07.G03-05.BA.L04.I03 • Y2003.CSS.S07.G03-05.BA.L04.I04 B. Use a variety of sources to organize information and draw inferences. (Thinking and Organizing) • Y2003.CSS.S07.G03-05.BB.L04.I05 • Y2003.CSS.S07.G03-05.BB.L04.I06 • Y2003.CSS.S07.G03-05.BB.L04.I07 • Y2003.CSS.S07.G03-05.BB.L04.I08 C. Communicate social studies information using graphs or tables. (Communicating Information) • Y2003.CSS.S07.G03-05.BC.L04.I09 D. Use problem-solving skills to make decisions individually and in groups. (Problem Solving) • Y2003.CSS.S07.G03-05.BD.L04.I10 Classroom Activities

Social Studies Skills and Methods is an integral part of daily Social Studies curriculum.

The Ohio Department of Education Social Studies Academic Content Standards section “Social Studies Program Planning” states: “The social studies skills and methods standard is new to social studies curriculum in Ohio. It is designed to be incorporated with the six other standards, rather than taught in isolation. For example, in grade six under the geography standard students learn about the uneven distribution of natural resources throughout world regions. The social studies skills and methods standard can be incorporated by having students read bar graphs to determine where a particular resource such as petroleum is abundant and where it is scarce. Specific instruction in skills is essential and should take place in the context of the content students are learning at each grade level.”

Word Bank

Part of Term Definition Speech archaeologist noun a scientist who studies the way people lived in the past, including prehistoric times communicate verb to give (or exchange) information by writing or speaking consider verb think about carefully before making a decision criteria noun tests, rules, or standards that are used to judge decisions, options and solutions

History from the Ohio Hills 107 S07 Skills and Methods Part of Term Definition Speech develop verb to present details in a way that reveals more about a plan, idea, or event; to add details to a basic plan or idea distinguish verb to be able to recognize or show that two or more people or things are different from one another historian noun a person who studies the written story of the past obtain verb to get possession or ownership of something, especially by making an effort primary noun information that comes from someone who watched or took part in the event source he or she is describing research noun, close, careful study; verb to study something thoroughly in order to be able to present information about it in a detailed, accurate manner seconday noun information that comes from someone who was not present at the events source described

Web Links

Ohio Instructional Management System Model Lessons: o http://ims.ode.state.oh.us o Navigate to Ohio IMS. Do an IMS Quick Search for Lesson Plans. Content Area: Social Studies, Grade Level: as desired. A list of model lessons appears. Choose a lesson and add it to your IMS Backpack account – or download it in either PDF or Microsoft Word format. o Model Lessons with Social Studies Skills and Methods Ohio Standards connections include: . Grade 3: “Changes in the Community” – History, “Discovering the Local Community” – Geography, and “Production: Specialization and Division of Labor” – Economics . Grade 4: “Ohio Inventors” – History and “Organizing Productive Resources to Make a Profit” – Economics . Grade 5: “Allocation Methods” – Economics, “American Indian Cultural Regions” – History, “Exploring Cultural Practices and Products” – People in Societies, “First Amendment Rights” – Government, and “Welcome to North America” – History

Ohio Treasure Chest of Technology Resources o Social Studies web site: http://www.ohiotreasurechest.org/cgi- bin/course_list.pl?content_area=CSS o The Ohio Treasure Chest is an online collection of thousands of web sites that are high quality, teacher-reviewed, interactive, and free. The Social Studies web site is aligned directly to the Ohio Academic Content Standards and is ready for use in your classroom. The site is organized first by grade level, then by standard, and finally by indicator. Entries are divided into web resources and lesson plans. North Canton City Schools’ Technology Integration Specialist Eric Curts administers this site. eTSEO Programs

• Club Write: “Writing a Research Paper” and “Writing Reports” • Go Figure: “Maps, Charts, and Graphs” • It Figures: “Changing Scale on a Graph” and “Using Bar Graphs”

History from the Ohio Hills 108 S07 Skills and Methods Distance Learning Opportunities

The following list includes program titles and their content providers for the Social Studies Skills and Methods standard.

Cincinnati Museum Center at Union Terminal http://www.cincymuseum.org/educators_researchers/educators/distance_learning/dl_social_studies.asp • Experts on Demand

Library of Congress – Distance Learning for Educators http://memory.loc.gov/learn/educators/video/index.html • Treasure Hunting • Analyzing Primary Sources • Make It and Take It • Gathering Community Stories • Sleuthing With Maps

Ohio Historical Society http://www.ohiohistoryteachers.org/05/index.shtml • Ask the Expert [Ask the Ohio Historical Society] • Picture This: Interpreting the Past with Photographs • So You Know Ohio? Interactive game show category about where historical sources are found: “How to Make History”

Trade Book Connection

History from the Ohio Hills 109 S07 Skills and Methods Social Studies Skills and Methods Vocabulary Quiz

Name:

Date:

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. information that comes from someone who was not present at the 1. consider events described

B. to give (or exchange) information by writing or speaking 2. archaeologists

C. tests, rules, or standards that are used to judge decisions, options 3. criteria and solutions

D. a person who studies the written story of the past 4. develop

E. think about carefully before making a decision 5. historian

F. close, careful study; to study something thoroughly in order to be 6. secondary source able to present information about it in a detailed, accurate manner

G. a scientist who studies the way people lived in the past, including 7. communicate prehistoric times

H. to present details in a way that reveals more about a plan, idea, or 8. research event; to add details to a basic plan or idea

I. to be able to recognize or show that two or more people or things 9. primary source are different from one another

J. information that comes from someone who watched or took part in 10. distinguish the event he or she is describing

History from the Ohio Hills 110 Skills and Methods Vocabulary Quiz Social Studies Skills and Methods Vocabulary Quiz • Answer Key

Directions: Write the letter of the definition in the box before the word it defines. Use capital letters.

A. information that comes from someone who was not present at the E 1. consider events described

G 2. archaeologist B. to give (or exchange) information by writing or speaking

C. tests, rules, or standards that are used to judge decisions, options C 3. criteria and solutions

H 4. develop D. a person who studies the written story of the past

D 5. historian E. think about carefully before making a decision

F. close, careful study; to study something thoroughly in order to be A 6. secondary source able to present information about it in a detailed, accurate manner

G. a scientist who studies the way people lived in the past, including B 7. communicate prehistoric times

H. to present details in a way that reveals more about a plan, idea, or F 8. research event; to add details to a basic plan or idea

I. to be able to recognize or show that two or more people or things J 9. primary source are different from one another

J. information that comes from someone who watched or took part in I 10. distinguish the event he or she is describing

History from the Ohio Hills 111 Skills and Methods Vocabulary Quiz Social Studies Skills and Methods Problem Solving/Decision Making Process

Name: Date:

Part A. Jackson’s list of Problem Solving/Decision Making Steps

Jackson wanted to build a doghouse for his 75-pound dog, Ella Bean. He decided to use the problem solving steps he learned about in Social Studies class to choose the best doghouse. He remembered all of the steps in the process and listed them on the previous page – but he got them out or order.

Cut out each sentence in Jackson’s list of the steps from the top section of the next page. Paste each step beside the correct numbers so that the list is in the order that best works to solve problems/make decisions.

Part B. Jackson’s Ideas for choosing ways to judge the advantages and disadvantages of possible solutions/decisions

Jackson began to use the Problem Solving/Decision Making Steps to figure out the best doghouse for Ella Bean. He got to the step about judging each doghouse he is considering. He had some trouble trying to pick good ways to judge (good criteria). Study each of Jackson’s ideas for judging (criteria) in the lower section of the next page. Cut them apart. Choose five (5) criteria that will help him make the best choice of a doghouse for Ella Bean.

Paste the 5 criteria (ways of judging) you think will help Jackson choose the best doghouse. Be ready to explain your choices.

History from the Ohio Hills 112 Problem Solving/Decision Making Social Studies Skills and Methods Problem Solving/Decision Making Process

A. Cut out each sentence strip in this section to use in Part A on the first page of this worksheet. Complete all of Part A before starting Part B. Each of these sentence strips will be used in Part A.

Jackson’s List of Steps:

Choose a solution/decision and use it.

Judge the advantages and the disadvantages of the possible solutions/decisions.

Judge how well solution/decision is working.

Gather information.

Identify the problem.

List different decisions that can be made or ways to solve the problem.

B. Finish the top section of this page before you start cutting out the sentence strips below. They will be used in Part B of the first page of this worksheet. Not all of these sentence strips will be used in Part B.

Jackson’s Ideas For Judging (Jackson’s Criteria):

This doghouse is cheap.

Ella Bean will fit comfortably in this doghouse.

This doghouse will keep Ella Bean cool in the summer, warm in the winter, and protect her from rain.

I have $125.00 to spend. This doghouse fits my budget.

Samantha’s dog has a doghouse from K-Mart.

This doghouse is light enough in weight to move easily.

This doghouse will be easy to keep clean.

This doghouse is good looking.

This doghouse will be sturdy enough to last a long time.

This doghouse is made of plastic.

This doghouse has a skylight to let in some sun.

Ella Bean will look good standing beside this doghouse.

History from the Ohio Hills 113 Problem Solving/Decision Making Social Studies Skills and Methods Problem Solving/Decision Making Process • Answer Key

Part A. List the Problem Solving/Decisions Making Process Steps – in the correct order.

1. Identify the problem.

2. Gather information.

3. List different decisions that can be made or ways to solve the problem.

4. Judge the advantages and the disadvantages of the possible solutions/decisions.

5. Choose a solution/decision and use it.

6. Judge how well solution/decision is working.

Part B. Choosing ways to judge the advantages and disadvantages of possible solutions/decisions.

Answers will vary. Accept answers that the students can defend. The following six choices could all help Jackson choose a good doghouse for his dog, Ella Bean.

• This doghouse will be easy to keep clean. • Ella Bean will fit comfortably in this doghouse. • This doghouse will keep Ella Bean cool in the summer, warm in the winter, and protect her from rain. • This doghouse will be sturdy enough to last a long time. • I have $125.00 to spend. This doghouse fits my budget. • This doghouse is light enough in weight to move easily.

History from the Ohio Hills 114 Problem Solving/Decision Making Social Studies Skills and Methods Quiz

Name: Date:

Directions: Write the letter of the correct answer in the box in front of the question. Use capital letters.

1) Use this table of contents to answer the question below:

Table of Contents

Chapter 1: Ohio’s Geography ...... 6 Chapter 2: Ohio’s Natural Resources ...... 35 Chapter 3: Ohio Prehistoric Cultures ...... 56 Chapter 4: Conflict and Settlement ...... 84 Chapter 5: Ohio Becomes a State ...... 112 Chapter 6: Ohio in the 1800s ...... 151 Chapter 7: Ohio in the 1900s ...... 184 Chapter 8: Ohio Today ...... 212 Chapter 9: Ohio’s Government ...... 241

On what page would a person begin looking to find information about the Adenas and Hopewells?

A. Page 6 B. Page 35 C. Page 56 D. Page 241

2) Use these entries from a glossary. Which term should replace the blank in the sentence below?

consumer - (n.) the person who buys and/or uses goods and services

country - (n.) a nation or state that is independent or remains separate in some manner – Examples: the United States, France, China, South Africa demand - (n.) the amount of wanting or needing that exists for a good or a service, the number of consumers who want and are able to buy a good or a service depend - (v.) to be affected or decided by other things economic - (adj.) having to do with the production and consumption of goods and services for an entire community (or area) when looked at as a whole

The _____ for new cars went down because a lot people could not afford to pay for them.

A. economic B. depend C. demand D. consumer

History from the Ohio Hills 115 Skills & Methods Quiz

3) Use the table to answer the question below. Immigrants to Ohio • 1850 • Number of Country From which country did the most immigrants Immigrants come in 1850? Canada 5,880 England 25,660 A. England France 7,375 B. Germany Germany 111,257 C. Scotland Ireland 51,662 D. Ireland Other 11,446 Scotland 5,322

4) The Shenandoah, a huge Navy airship, crashed near Cambridge, Ohio in 1925. The crash killed 14 crewmembers but 29 others lived.

Which of the following is the best example of a primary resource a student could use to get information about the crash?

A. An interview with the editor of a newspaper that published a story about the crash. B. A letter from a Cambridge student asking citizens to build a memorial near the crash site. C. A photograph of the wreckage taken on the day of the crash. D. A journal written by the grandson of the Shenandoah’s commander, Zachary Lansdown.

5) Use the graph to answer the question below.

How much clay and shale did Ohio produce in 1922?

A. 2.5 tons B. 25 tons C. 2,500 tons D. 2,500,000 tons

History from the Ohio Hills 116 Skills & Methods Quiz

6) What is the purpose of the following passage?

An Ohioan finds what is left of a prehistoric town buried under 5 feet of earth. As the Ohioan carefully digs through the soil, she/he locates a black stain; some flat stones that each show burn marks on one side, and a few pieces of charcoal. Just a few feet away the Ohioan locates some pieces of burned bones with small cut marks on them. The bones, when studied at a Cleveland museum, turn out to be the bones of a deer. The Ohioan concludes that the black stain, stones and charcoal are from a fire pit and that the people who created the fire probably had a meal of cooked deer meat.

The purpose of the passage is to describe how…

A. … entrepreneurs organize productive resources. B. … archaeologists study and interpret the past. C. … Ohio progressed from territory to statehood. D. … European settlement changed the lives of American Indians in Ohio.

7) Ohio was a slave state when it joined the United States in 1803.

A. The sentence is a true statement. B. The sentence is a false statement. C. The sentence is an opinion. D. The sentence is a metaphor.

8) What is the main idea of the following passage?

Ohio has hundreds of sand and gravel mining quarries. Ohioans use the sand and gravel from all those quarries in many ways. It is used mostly to make cement for buildings, building parts, sidewalks and roadways. Another use is in the filtering beds that help clean up used water in water-treatment plants. Gravel is used for non-paved roads. Sand is used to create molds for metal castings in plants that make molded machine parts. It is also used for sandblasting and to improve traction on ice-covered highways and sidewalks.

A. Ohio exports sand and gravel to many other states in the United States. B. Sand is used to make molds into which melted metal can be poured to create machine parts. C. Ohio has hundreds of sand and gravel mining quarries. D. Ohioans used sand and gravel in many ways.

9) Which statement below is an opinion about Ohio’s economy?

A. In the 1970s and 1980s, Ohio lost about 250,00 manufacturing jobs. B. The manufacturing industry has the best jobs for Ohioans. C. Ohio’s state parks attract visitors from all over the world. D. Ohioans buy goods manufactured in many different foreign countries.

History from the Ohio Hills 117 Skills & Methods Quiz

10) Use the bar graph to answer the question below.

Which of the following statements is not backed up by the information in the chart?

A. Females in these three states had a better voter turn out than the males in their states. B. Ohio had a better voter turn out in this election than Hawaii. C. Maine had a better voter turn out in this election than Ohio. D. In Ohio, 60,000 female voters turned out for this election.

History from the Ohio Hills 118 Skills & Methods Quiz Social Studies Skills and Methods Quiz • Answer Key

1) C. Page 241 2) C. demand 3) B. Germany 4) C. A photograph of the wreckage taken on the day of the crash. 5) D. 2,500,000 tons 6) B. The passage describes how … archaeologists study and interpret the past. 7) B. The sentence is a false statement. 8) D. Ohioans used sand and gravel in many ways. 9) B. The manufacturing industry has the best jobs for Ohioans. 10) D. In Ohio, 60,000 female voters turned out for this election.

History from the Ohio Hills 119 Skills & Methods Quiz

Ohio Grade 4 Social Studies (2002) Academic Content Standards, Benchmarks, and Indicators

S01: History

Benchmark A: Construct time lines to demonstrate an understanding of units of time and chronological order. (Chronology)

1) Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

Benchmark B: Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. (Settlement)

2) Describe the earliest settlements in Ohio including those of prehistoric peoples. 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.

Benchmark C: Explain how new developments led to the growth of the United States. (Growth)

4) Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. 5) Explain how canals and railroads changed settlement patterns in Ohio and Ohio's economic and political status in the United States. 6) Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison.

S02: People in Societies

Benchmark A. Compare practices and products of North American cultural groups. (Culture)

1) Describe the cultural practices and products of various groups who have settled in Ohio over time: 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.

Benchmark B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other. (Interaction)

2) Describe the impact of the expansion of European settlements on American Indians in Ohio. 3) 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.

Ohio Grade 4 Social Studies 120 Standards, Benchmarks, and Indicators

S03: Geography

Benchmark A. Use map elements or coordinates to locate physical and human features of North America. (Location)

1) Use a linear scale to measure the distance between places on a map. 2) Use cardinal and intermediate directions to describe the relative location of places. 3) Describe the location of Ohio relative to other states and countries. 4) 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.

Benchmark B. Identify the physical and human characteristics of places and regions in North America. (Places and Regions)

5) Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. 6) Identify manufacturing, agricultural, mining and forestry regions in Ohio. 7) 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.

Benchmark C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. (Human Environmental Interaction)

8) Identify how environmental processes (i.e., glaciation and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in Ohio. 9) 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.

Benchmark D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity. (Movement)

10) Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity and movement.

Ohio Grade 4 Social Studies 121 Standards, Benchmarks, and Indicators

S04: Economics

Benchmark A. Explain the opportunity costs involved in the allocation of scarce productive resources. (Scarcity and Resource Allocation)

1) Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 2) Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade.

Benchmark B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. (Production, Distribution and Consumption)

3) Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks.

Benchmark C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. (Markets)

4) Explain ways in which individuals and households obtain and use income. 5) 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. 6) 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.

S05: Government

Benchmark A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. (Role of Government)

1) 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. 2) Explain why elections are used to select leaders and decide issues.

Benchmark B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy. (Rules and Laws)

3) 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. 4) Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals.

Ohio Grade 4 Social Studies 122 Standards, Benchmarks, and Indicators

S06: Citizenship Rights and Responsibilities

Benchmark A. Explain how citizens take part in civic life in order to promote the common good. (Participation)

1) Describe the ways in which citizens can promote the common good and influence their government including: a) Voting; b) Communicating with officials; c) Participating in civic and service organizations; d) Performing voluntary service.

Benchmark B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government. (Rights and Responsibilities)

2) 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. 3) Explain the importance of leadership and public service. 4) 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.

S07: Social Studies Skills and Methods

Benchmark A. Obtain information from a variety of primary and secondary sources using the component parts of the source. (Obtaining Information)

1) Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic: a) Atlases; b) Encyclopedias; c) Dictionaries; d) Newspapers; e) Multimedia/Electronic sources. 2) Use a glossary and index to locate information. 3) Use primary and secondary sources to answer questions about Ohio history. 4) Describe how archaeologists and historians study and interpret the past.

Benchmark B. Use a variety of sources to organize information and draw inferences. (Thinking and Organizing)

5) Identify main ideas and supporting details from factual information. 6) Distinguish between fact and opinion. 7) Read and interpret pictographs, bar graphs, line graphs and tables. 8) Formulate a question to focus research.

Benchmark C. Communicate social studies information using graphs or tables. (Communicating Information)

9) Communicate relevant information in a written report including the acknowledgement of sources.

Ohio Grade 4 Social Studies 123 Standards, Benchmarks, and Indicators

Benchmark D. Use problem-solving skills to make decisions individually and in groups. (Problem Solving)

10) Use a problem-solving/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.

Ohio Grade 4 Social Studies 124 Standards, Benchmarks, and Indicators

Classroom Activities Content Standard Correlations

English Language Arts: Writing

S02. Writing Applications Benchmark A. Write narrative accounts that develop character, setting and plot.

Y2003.CEW.S02.G04-07.BA.L04.I05 5. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Benchmark C. Write formal and informal letters that include important details and follow correct letter format.

Y2003.CEW.S02.G03-04.BC.L04.I03 3. Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure.)

S05. Communications: Oral and Visual Benchmark A. Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

Y2003.CEW.S05.G03-04.BA.L04.I01 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Benchmark D. Identify examples of facts and opinions and explain their differences.

Y2003.CEW.S05.G03-04.BD.L04.I03 3. Distinguish between a speaker’s opinions and verifiable facts.

Mathematics

S02. Measurement Benchmark A. Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature, using...

Y2003.CMA.S02.G03-04.BA.L04.I03 3. Identify and select appropriate units to measure.

Benchmark B. Know that the number of units is inversely related to the size of the unit for any item being measured.

Y2003.CMA.S02.G03-04.BB.L04.I01 1. Relate the number of units to the size of the units used to measure an object; e.g., compare the number of cups to fill a pitcher to the number of quarts to fill the same pitcher.

Ohio Grade 4 Content Indicators 125 Correlations: Activities to Ohio Standards

Y2003.CMA.S02.G03-04.BB.L04.I05 5. Make simple unit conversions within a measurement system; e.g., inches to feet, kilograms to grams, quarts to gallons

S05 Data Analysis and Probability Benchmark A: Data Collection

Y2003.CMA.S05.G03-04.BA.L04.I01 1. Create a plan for collecting data for a specific purpose. Y2003.CMA.S05.G03-04.BA.L04.I03 3. Interpret and construct Venn diagrams to sort and describe data.

Benchmark B: Statistical Methods

Y2003.CMA.S05.G03-04.BB.L04.I05 5. Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs.

Science

S03 Physical Sciences Benchmark A: Nature of Matter

Y2003.CSC.S03.G03-05.BA.L04.I01 1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible). Y2003.CSC.S03.G03-05.BA.L04.I04 4. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties.

Fine Arts: Drama/Theater

S01. Historical, Cultural and Social Contexts Benchmark A. Recognize and demonstrate audience/viewer behavior appropriate for the context and style of the art form.

Y2003.CAT.S01.GKG-04.BA.L04.I01 1. Discuss how a performer adjusts to a specific audience.

S02. Creative Expression and Communication Benchmark A. Sustain characters with consistency in classroom dramatizations.

Y2003.CAT.S02.GKG-04.BA.L04.I01 1. Create the movement and voice of a character and predict/explain the consequences of the character’s decisions and actions.

Benchmark B. Create places/spaces where performances can be staged.

Y2003.CAT.S02.GKG-04.BB.L04.I04 4. Manipulate various design components to create an appropriate environment for a story or scene. Ohio Grade 4 Content Indicators 126 Correlations: Activities to Ohio Standards

Benchmark D. Communicate a story through storytelling or scripted screen work

Y2003.CAT.S02.GKG-04.BD.L04.I06 6. Use vivid language to create a script around one or more elements of theatre such as character, action, props, or setting.

S03. Analyzing and Responding Benchmark C. Apply criteria for evaluating a theatrical work.

Y2003.CAT.S03.GKG-04.BC.L04.I06 6. Assess if a dramatic/theatrical production fulfilled the playwright’s intent.

S05. Connections, Relationships, and Applications Benchmark A. Demonstrate ways that the principles and content of other school curricular disciplines including the arts are interrelated with those of theatre.

Y2003.CAT.S06.GKG-04.BA.L04.I02 2. Use problem-solving and cooperative skills to dramatize a story, current event or a concept from another area.

Benchmark B. Collaborate with classmates to plan, prepare and present dramatizations including scenes from Ohio history and various cultures.

Y2003.CAT.S06.GKG-04.BB.L04.I03 3. Use drama/theater to retell events in Ohio history.

Fine Arts: Visual Art

S01: Historical, Cultural, and Social Contexts Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Y2003.CAV.S01.GKG-04.BA.L04.I01 1. Identify and describe artwork from various cultural/ethnic groups (e.g. Paleo Indians, European immigrants, Appalachian, Amish, African or Asian groups) that settled in Ohio over time.

Benchmark B: Identify art forms, visual ideas and images and describe how they are influenced by time and culture.

Y2003.CAV.S01.GKG-04.BB.L04.I02 2. Compare and contrast art forms from different cultures and their own cultures.

Benchmark D: Place selected visual art exemplars (e.g., artists, art objects or works of art) chronologically in the history of Ohio, the United States or North America and describe how they contribute to and reflect the time period.

Y2003.CAV.S01.GKG-04.BD.L04.I04 4. Select an Ohio artist and explain how the artist’s work relates to Ohio history. Y2003.CAV.S01.GKG-04.BD.L04.I05 5. Construct a simple timeline that places selected artists and their works next to historical events in the same time period.

Ohio Grade 4 Content Indicators 127 Correlations: Activities to Ohio Standards

S02 Creative Expression and Communication Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Y2003.CAV.S02.GKG-04.BA.L04.I01 1. Identify and select art materials, tools, and processes to achieve specific purposes in their artwork.

S05 Connections, Relationships, and Applications Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Y2003.CAV.S05.GKG-04.BB.L04.I03 3. Relate concepts common to the arts and disciplines outside the arts (e.g., composition, balance, form, and movement).

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Y2003.CAV.S05.GKG-04.BC.L04.I04 4. Relate concepts common to the arts and disciplines outside the arts (e.g., ruler, compass, graph paper, and computer).

Technology

S03 Technology for Productivity Applications Benchmark A. Use appropriate tools and technology resources to complete tasks and solve problems

Y2003.CTE.S03.G03-05.BB.L04.I01 1. Explain how input and output devices operate and interact with computers and multimedia technology resources.

Benchmark B. Use appropriate tools and technology resources to complete tasks and solve problems.

Y2003.CTE.S03.G03-05.BB.L04.I03 3. Discus different software programs and what they do. Y2003.CTE.S03.G03-05.BB.L04.I04 4. Discuss image formats (JPEG, GIF, TIFF). Y2003.CTE.S03.G03-05.BB.L04.I05 5. Save, transport and access stored information from portable devices (e.g., portable hard drives, universal serial bus – USB devices, memory sticks). Y2003.CTE.S03.G03-05.BB.L04.I06 6. Demonstrate how technology productivity tools can be used to help understand data. Y2003.CTE.S03.G03-05.BB.L04.I07 7. Collect/create digital images and sounds related to a particular topic.

Benchmark C: Use productivity tools to produce creative works and prepare publications.

Y2003.CTE.S03.G03-05.BC.L04.I01 1. Use productivity tools and peripherals to increase skills and facilitate learning throughout the curriculum.

Ohio Grade 4 Content Indicators 128 Correlations: Activities to Ohio Standards

Y2003.CTE.S03.G03-05.BC.L04.I02 2. Use technology resources for collaborating and brainstorming ideas (e.g., using concept-mapping programs in groups). Y2003.CTE.S03.G03-05.BC.L04.I03 3. Use media and technology resources for presenting information (e.g., projectors, video cameras).

S04 Technology and Communication Applications Benchmark B: Develop, publish, and present information in print and digital forms.

Y2003.CTE.S04.G03-05.BB.L04.I03 3. Edit digital images (e.g., crop, enhance brightness and/or contrast, adjust color, resize). Y2003.CTE.S04.G03-05.BB.L04.I04 4. Generate a document that includes graphics from more than one source (e.g., find images that match assignment needs and insert them into a document). Y2003.CTE.S04.G03-05.BB.L04.I05 5. Develop a slide show using graphics, text, and audio from more than one source (e.g., create a presentation about Ohio government with text, pictures, and music or narration).

S05 Technology and Information Literacy Benchmark A: Describe types of information and their formats. Use information for a purpose.

Y2003.CTE.S05.G03-05.BA.L04.I01 1. Collect information (organized data and facts) and data (raw facts and figures) and identify answers to questions (e.g., locate data in a newspaper article, identify information of a sign). Y2003.CTE.S05.G03-05.BA.L04.I02 2. Discuss and define the difference between fact and opinion. Y2003.CTE.S05.G03-05.BA.L04.I03 3. Identify ways information can be presented (e.g., text, visual information on a map, information displayed in pictures or as graphics). Y2003.CTE.S05.G03-05.BA.L04.I04 4. Use primary source material to describe a person, place, thing, or event.

Benchmark B: Use technology to find information.

Y2003.CTE.S05.G03-05.BB.L04.I01 1. Determine questions to be answered by research. Y2003.CTE.S05.G03-05.BB.L04.I02 2. Identify search terms for identified questions: author, title, subject, keyword. Y2003.CTE.S05.G03-05.BB.L04.I03 3. Select needed information from a defined group of resources: library catalog, online encyclopedia, and subject list of age appropriate Web sites. Y2003.CTE.S05.G03-05.BB.L04.I04 4. Record and organize information gathered from selected resources to generate a product. Y2003.CTE.S05.G03-05.BB.L04.I05 5. Construct a list of the sources used in creating the project: author, title or source, and date. Y2003.CTE.S05.G03-05.BB.L04.I06 6. Evaluate the product to determine if the research questions were answered.

Ohio Grade 4 Content Indicators 129 Correlations: Activities to Ohio Standards

Benchmark C: Use the Internet to find, use, and evaluate information.

Y2003.CTE.S05.G03-05.BC.L04.I01 1. Choose a search engine or directory specifically designed for students to locate information on the Internet. Y2003.CTE.S05.G03-05.BC.L04.I02 2. Type a simple search term in the search engine or directory to find facts and answer questions. Y2003.CTE.S05.G03-05.BC.L04.I03 3. Read the list of results from the search engine or directory to locate potential Web sites relevant to the search topic. Y2003.CTE.S05.G03-05.BC.L04.I04 4. Choose a Web site and examine the information for facts by identifying information on the Web site: a. Author; b. Title; c. Date produced; d. Special features (images, puzzles, activities); and e. Available products, services, or resources.

Ohio Grade 4 Content Indicators 130 Correlations: Activities to Ohio Standards