Ohio Standards 4th Grade Social Studies Activities
Printable Fourth Grade Social Studies Worksheets and Study Guides.
American Symbols & HolidaysThanksgiving Day U.S. Government Third Grade Social Studies Geography Fifth Grade Social Studies Landmarks Third Grade Social Studies Needs and Wants First Grade Social Studies Pioneer Life Fifth Grade Social Studies Past or Present First Grade Social Studies
OH.1. History: 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.
1.2. Grade Level Indicator: Settlement: Describe the earliest settlements in Ohio including those of prehistoric peoples.
1.3. Grade Level Indicator: Settlement: 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.
1.4. Grade Level Indicator: Growth: Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance.
1.6. Grade Level Indicator: Growth: Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison.
1.A. Construct time lines to demonstrate an understanding of units of time and chronological order.
1.B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.
1.C. Explain how new developments led to the growth of the United States.
OH.2. 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.
2.1. Grade Level Indicator: Cultures: Describe the cultural practices and products of various groups who have settled in Ohio over time: The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell) and Late Prehistoric Indians (Fort Ancient); Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware); European immigrants; Amish and Appalachian populations; African-Americans; Recent immigrants from Africa, Asia and Latin America.
2.2. Grade Level Indicator: Interaction: Describe the impact of the expansion of European settlements on American Indians in Ohio.
2.A. Compare practices and products of North American cultural groups.
2.B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.
OH.3 Geography: 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.
3.10. Grade Level Indicator: Movement: Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity and movement.
3.2. Grade Level Indicator: Location: Use cardinal and intermediate directions to describe the relative location of places.
3.3. Grade Level Indicator: Location: Describe the location of Ohio relative to other states and countries.
3.4. Grade Level Indicator: Location: Use maps to identify the location of major physical and human features of Ohio including: Lake Erie; Rivers; Plains; The Appalachian Plateau; Bordering states; The capital city; Other major cities.
3.A. Use map elements or coordinates to locate physical and human features of North America.
3.B. Identify the physical and human characteristics of places and regions in North America.
3.D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity.
OH.4. Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
4.1. Grade Level Indicator: Scarcity and Resource Allocation: Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.
4.2. Grade Level Indicator: Scarcity and Resource Allocation: Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade.
4.4. Grade Level Indicator: Markets: Explain ways in which individuals and households obtain and use income.
4.5. Grade Level Indicator: Markets: 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.
4.6. Grade Level Indicator: Markets: 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.
4.A. Explain the opportunity costs involved in the allocation of scarce productive resources.
4.B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.
OH.5. Government: 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.
5.1. Grade Level Indicator: Role of Government: Explain major responsibilities of each of the three branches of government in Ohio: The legislative branch, headed by the General Assembly, makes state laws; The executive branch, headed by the governor, carries out and enforces laws made by the General Assembly; The judicial branch, headed by the Ohio Supreme Court, interprets and applies the law.
5.2. Grade Level Indicator: Role of Government: Explain why elections are used to select leaders and decide issues.
5.3. Grade Level Indicator: Rules and Laws: Explain the purpose of a democratic constitution: To provide a framework for a government; To limit the power of government; To define the authority of elected officials.
5.4. Grade Level Indicator: Rules and Laws: Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals.
5.A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.
5.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.
OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.
6.1. Grade Level Indicator: Participation: Describe the ways in which citizens can promote the common good and influence their government including: Voting; Communicating with officials; Participating in civic and service organizations; Performing voluntary service.
6.2. Grade Level Indicator: Rights and Responsibilities: 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.
6.4. Grade Level Indicator: Rights and Responsibilities: 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.
6.A. Explain how citizens take part in civic life in order to promote the common good.
6.B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.
OH.7. Social Studies Skills and Methods: Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.
7.1. Grade Level Indicator: Obtaining Information: Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic: Atlases; Encyclopedias; Dictionaries; Newspapers; Multimedia/Electronic sources.
7.4. Grade Level Indicator: Obtaining Information: Describe how archaeologists and historians study and interpret the past.
7.5. Grade Level Indicator: Thinking and Organizing: Identify main ideas and supporting details from factual information.
7.6. Grade Level Indicator: Thinking and Organizing: Distinguish between fact and opinion.
7.7. Grade Level Indicator: Thinking and Organizing: Read and interpret pictographs, bar graphs, line graphs and tables.
7.A. Obtain information from a variety of primary and secondary sources using the component parts of the source.
7.B. Use a variety of sources to organize information and draw inferences.
7.C. Communicate social studies information using graphs or tables.
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