Social Studies Standards Project:
Table of Contents
• History…………………........................ 3-9
• People in Societies……....................... 10-17
• Geography………………………........... 18-22
• Economics……………………………… 23-29
• Government……………………………. 30-36
• Citizenship Rights & Responsibilities…37-43
• Social Studies Skills and Methods…... 44-50
Students use materials drawn from the
diversity of human experience to analyze and
interpret significant events, patterns and
themes in the history of Ohio, the United
States and the world.
History Activity #1
There is no official documentation about the origin of the Great Seal of the State of Ohio.
However, one story states that the need for a seal was determined after a discussion
among Thomas Worthington, U.S. Senator of Ohio; Ohio Governor Edward Tiffin and
Ohio Secretary of State, William Creighton.
They had difficulty deciding what the design of the seal should be. They discussed it into
the early hours of the morning. One story states that Worthington stepped out of his
cabin and saw the sun rising over Mount Logan, located outside of Chillicothe. He
called to the other men and they agreed that the sun rising over the mountains before
them should be included as part of the Ohio seal.
1. Your job is to pretend that you were there that evening when the Ohio seal was being
discussed. You can either be a participant or an observer of the meeting.
If you choose to be a participant…Write a journal or diary entry that describes
the discussion of the seal that took place that evening.
If you choose to be an observer…Pretend you are a reporter covering the story
of the design of the seal. Write a report about what took place during the meeting.
2. On the back of your page, draw what you think the Great Seal of Ohio would have
looked like if Worthington would have stepped out of his cabin and seen a wild
animal, or American Indians, or a forest, or something else instead of a sunrise.
History Activity #2
• Make a time capsule for future generations of
Ohioans. Remember that the items you select
should tell them something about yourself and
your community at the time the capsule is
sealed. Also, describe each item you place into
the time capsule and include why you chose
each item for the capsule.
• Decide what type of container you would place
your “mementos of the present age,” and where
you would place your time capsule so that future
generations of Ohioans would be able to access
History Activity #3
• Create a timeline of some of the big
events that happened in Ohio’s history.
• Research should be done to provide
date/time, event, where it took place, etc.
• Later the class could make a class book of
History Activity #4
• Students describe the impact of Daniel
Boone, the Wilderness Trail and the Ohio
River on westward expansion. They view
maps of the river and fill in a content web
to organize information about the river and
its impact on westward expansion.
History Activity #5
• Have students research and present the
important information about the many
heroes of Ohio.
• This information could be presented in a
class play, an oral presentation, a visual
project, or in written form.
• Ohio Kids; History for Kids
• OHT; Ohio History Teachers
• Ohio Historical Society
• History Lesson Plans and Resources
• Lesson Planet
People in Societies
Students use knowledge of perspectives,
practices and products of cultural, ethnic and
social groups to analyze the impact of their
commonality and diversity within local,
national, regional and global settings.
People in Societies Activity #1
• Ask the class about similarities and differences of the people who live
in the community today.
• Ask them to write about 1 paragraph about their family
– Ask students to share.
– Paragraph must contain:
• Where they are from?
• What kind of homes do they live in?
• You could create a table. Graph all of the information and make a
class demographics chart.
People in Societies Activity #2
• Review over different artists in the local area.
– Maybe talk about some of the art that is at the
local art museum that they could go and visit.
• Have each student draw a picture of them in their
• This will provide an opportunity for students to
express themselves artistically.
• Talk about how art is used to express our values
and beliefs as a society.
– Have students share their picture they have drawn
and show the similarities and differences between
the ones drawn by the students and by the artists
from the community.
People in Societies Activity #3
• Languages in Ohio do not vary much
except for minorities. Talk about the
different languages spoken in Ohio.
-One specific is sign language
• As a class go over the alphabet in
sign language. Have each student
try to memorize their name in sign
language. As a guide for students
you could even have cards with their
name already on it.
People in Societies Activity #4
• Have students identify changes in a political
map of Ohio today and that of 1845.
• Go over key terms: County, State, Territory,
• Distribute color copies of the detail of the Ohio
area now and what it looked like back in 1845.
Have students locate and circle on the map
– The names of the three counties that existed in the
region in 1845
– The names of the native peoples
– The names of the following cities: Columbus,
Dayton, Toledo, Cincinnati, and Cleveland. 15
People in Societies Activity #5
• Have a map drawn out of the community and give one to
• As a class go over landmarks for the students to understand
their surroundings and where they fall at on a map.
• All together go over the different settlement
groups that were once in the area.
– This will show patterns of the
– different groups in their community
People in Societies Web sites
• American Folklore
• Artistic Expressions
• Postcards from America
• Ohio Fun Facts
• IPL Kid Space Culture Quest
• Ohio Social Studies Resource Center
• Ohio Kids – History for Kids
Students use knowledge of geographic
locations, patterns and processes to show the
interrelationship between the physical
environment and human activity, and to
explain the interactions that occur in an
increasingly interdependent world.
Activities for Geography
• Have students list the states that surround the
state of Ohio
• Have students construct a time line on the
capitals of Ohio in order
Activities for Geography cont.
• Create a resource map of Ohio and eat it :)
• Have students create a book on the state flag,
bird, flower, map, and state song
• Have students create a timeline on when the 50
states began, one by one. Students will then
know that Ohio is the 17th state.
Websites for Geography
• Ohio History Teachers
• Ohio's Natural Resouces
• The US50 A guide to the state of Ohio
Through this standard students learn to make informed
decisions as producers, consumers, savers, investors,
workers, and citizens in the world. This knowledge is
learned through the understanding of economic
Economics Activity #1
• Students complete a variety activities
designed to get them thinking of the
necessary entrepreneurial skills to run a
business. They conduct surveys, market a
product for a bake sale, consider profit,
production cost and necessary resources
Economics Activity #2
• Students will explore the history of
the Ohio settlement and the federal
government and how the new states
were establish during a huge
dilemma. by watching this video at
the Ohio History Teachers website:
Economics Activity #3
•As a class discuss the differences between supply and demand.
•Ask the students if they lived in California would the supply and
demand for objects be the same as in Ohio? Why or Why not.
•Have each student place an object from their desk on top of their
desk. Give every child an post-it and have them write a cost on that
•As a class walk around the see the different objects for sale. If
there were five pencils. Would they pay one dollar for a pencil if they
could buy one for fifty cents somewhere else?
•Break the students into groups and have them create a list of supply
an demand items found in their community. For each item have
them write what makes that good in supply or demand.
Economics Activity #4
- Students work in groups to create menus and shopping lists
based on the financial and dietary restrictions of a profiled family.
- Arrange the class into five groups, and provide each group with a
family profile. Explain to students that they are going to shop for
food for their assigned family based on the family's specific needs
and circumstances. For example:
- The Green Family. The Greens are a family of four with $100
a week to spend on groceries. The family is consists of a
single mom and three small children -- a 4-year-old girl, a 3-
year-old boy, and a 4-week-old nursing baby.
- Explain to students that this project requires them to view the
world from someone else's perspective, to be creative, to be an
active listener, and to develop shopping skills.
Economics Activity #5
• Lesson on different forms of money. Discuss in class the form of
currency we use today. Then ask then what happened if we didn’t
– What other things could we use?
• Some examples: Beads, rocks, teeth, bones, food, services,
– Give a scenario situation where the students have to use other forms
of (trade) in order for them to get what they need
• Have students write an explanation telling why we need some form
of exchange (trade). Even ask them to tell a story if they have ever
used some form of trade other than with money.
• Ohio Council on Economic Education
• National Education Association
• Producing Ohio
• The Teachers Corner
• Social Studies and Children's Literature
Students use knowledge of the purposes,
structures and processes of political systems at
the local, state, national and international levels
to understand that people create systems of
government as structures of power and authority
to provide order, maintain stability and promote
the general welfare.
Government Activity #1
- Explain to students that campaign ribbons and buttons have
been used throughout American history to show support for
political candidates. Today, show their support by using
ribbons, buttons, yard signs and bumper stickers around
- Explain what a “slogan” is.
- It is now the student’s job to create their own campaign ribbon
out of paper. They must sum up one idea to make their
classroom better, if they were running for president of their
class. Tell the students to try to think of something positive.
Remind them that the law says they must go to school for a
certain number of days a year!
- The students can wear their finished ribbons on their shirts.
Government Activity #2
Balance of Power
- Explain to students that Ohio’s government is divided into
three branches: legislative, executive and judicial, just like the
U.S. government. They were created to prevent any one
group or person from having too much power.
- Teacher and students together will create a large list on the
board of each branch’s responsibilities.
- Students will be divided into groups. Each group will be given
three cards: legislative, executive, and judicial.
- The teacher will give the class an example of a government
process or situation, and the groups must decide which
branch of government is responsible for the given example
and hold up the correct card.
- (If the teacher wishes, he/she could turn this activity into a
game, giving points for each correct answer a group provides.
Government Activity #3
Design a State Seal
*This may be used as a follow-up to History Activity #1
- Discuss the Ohio State Seal with students – explain how
each item is symbolic of Ohio and what each item
- Have the students (individually) create a seal
representative of themselves. The only restriction is that
the seal must be circular. They may use any materials
available to them.
- Students will then write why they chose each item to be
included in their seal.
Government Activity #4
State or Local Government?
- Explain to the students the roles of the local and state
- Ask the students to get into groups of two.
- Give each pair a set of cards. Each card will have an
example of a local or state government responsibility. (For
example, “You wake up one morning and snow has covered
the ground! You are excited because school has been
canceled. But your mother has to wait for the snow plow to
come down the street before she can go to work. Is the
snow plow operated by the local or state government?”)
- The students will work with their partners to divide the cards
into two columns – one local and one state.
- The class will discuss their findings.
Government Activity #5
How a Bill Becomes a Law
- Students will research how a bill becomes a law
in Ohio using class discussions, internet
research, books, and videos.
- Students will then create a flow chart that shows
how a bill becomes a law in Ohio.
- Use a red pen, pencil, or marker to show the actions
that the House of Representatives takes in the
- Use a blue pen, pencil, or marker to show the actions
that the Senate takes in the process.
• Ohio History Teachers
• Teaching with Historic Places
• Ohio Social Studies Resource Center
• Education K-12
• History Works
Citizenship Rights and
For this standard, students examine and
evaluate the morals within the community and
country by using their knowledge of rights and
responsibilities of citizenship.
Citizenship Activity #1
• As a class talk about what it means to be a good
citizen and write these ideas on the board.
•Talk about what they can do to be good citizen in their
school, community, and state.
•Have each student write a sentence that describes
what they will do to show good citizenship. Paste
these on a tree on a bulletin board for the student to
refer or add to as the year progresses.
Citizenship Activity #2
• Display the six pillars of character on a bulletin
board (Trustworthiness, respect, responsibility,
fairness, caring and citizenship).
•Each week choose one pillar and have a class
discussion about that characteristic.
•Have each student write about how they could
show that characteristic in their community or http://www.kidscharactercounts.org/images/pillars2.jpg
Citizenship Activity #3
•Read students God Bless America.
•Discuss things that make you feel patriotic towards
•As a class discuss things about Ohio that are unique,
and write them on the board. Discuss which unique
qualities make them feel proud of Ohio.
•Students will then write and illustrate what makes
them proud of their state.
Citizenship Activity #4
Helping the Community
•Show students handout about “ How would you help
this community”. As a class point out the facilities that
•Write the word responsibility on the board and ask
children what it means. What type of responsibilities
do they have in the home, school and community?
•Explain how every citizen has the responsibility to the
country, and one responsibility is to help solve the
problems in our communities.
•Students would then work in groups of 4 to decide one
responsibility their group will be in charge of in their
Citizenship Activity #5
•As a class talk about the leaders in the school,
community, and state. What do they do? How do they
help people? Etc.
•Then discuss the responsibilities that they have to
their community. Talk about the similarities and
differences between community leaders and
•Have students write about how they can contribute as
a community member.
Websites about Citizenship
•The Ohio Channel
•Ohio History Teachers
Social Studies Skills and
Students collect, organize, evaluate and synthesize
information from multiple sources to draw logical
conclusions. Students communicate this information
using appropriate social studies terminology in oral,
written or multimedia form and apply what they have
learned to societal issues in simulated or real-world
SS Skills and Methods Activity #1
• Tell students that Paul Laurence Dunbar liked to eat. Some of his
favorites were fish, sweet potatoes, chocolate cake, and ginger
• Ask the students what some of their favorite foods are. Ask them
how their favorite foods are cooked or made.
• Discuss the fact that our foods are made or cooked in/on highly
mechanized equipment. (We us electric stoves, blenders, food
processors, microwaves, etc. Bakeries use machines to make
• Tell students that during the turn of the century people used their
hands and wood/coal burning stoves. There was no gas or electric
stoves, microwaves, or toaster-ovens as we know of today.
• Have students look up turn of the century recipes.
• Plan to make butter one day and gingerbread the next so that the
whole class experiences both liquid and dry measuring.
Social Studies skills and
Methods Activity #2
• Students will examine their community and
compare it to what it is now to what it is in
Social Studies and Methods
Newspaper Scavenger Hunt
•As a class discuss the use of a newspaper. Talk
about the what information can be found in the
•Split the class up into groups of four. Give each group
a list of clues that will help them find a predetermined
article of the teacher’s choice.
•Once they find the article, each group member is
responsible for reading and answering questions about
that particular article.
Social Studies Skills and Methods
Transportation Then and Now
- Discuss transportation. Ask the students why transportation is
- Ask the students why transportation was important during the turn of
the 20th century.
- Ask students to name various modes of transportation they use
- Discuss transportation at the turn of the 20th century. Ask students
to name modes of transportation people could have used before
cars, airplanes, buses, etc.
- After the discussion, show students a picture of one of the modes of
transportation used at that time, a horse-drawn-wagon.
- Discuss what a wagon looks like.
- Use a shoebox, cardboard, pencils, crayons, and scissors to make a
model wagon. It must have wheels that move and a place for
passengers to sit.
- Decorate the model wagon.
*May be completed in groups or individually. 48
Skills and Methods
• Review over pictographs and bar graphs
with the class and what you would use them for.
– They both have Titles and Categories
– This is great for organizing you information
• Follow along with the website with the students
and create this as a center in classroom for
students to use. Have the students use this with
their political map lesson of the differences that
they found from Ohio in 1845 and to now. Have
each student create one bar graph or pictograph
for each of the two maps.
Social Studies Skills and
Methods Web Sites
• Ohio History Teachers
• Education World
• Ohio Social Studies Resource Center
• Bar Graphs/Pictographs