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1 Making Connections to the Real World through the Literature of Dr. Seuss Arkansas Association of Intructional Media AAIM Blazing New Trails April 3-5, 2011 Hot Springs, AR

1 Making Connections to the Real World through the Literature of Dr. Seuss Arkansas Association of Intructional Media AAIM Blazing New Trails April 3-5,

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1

Making Connections to the Real

World through the Literature of

Dr. Seuss

Arkansas Association of Intructional Media

AAIMBlazing New Trails

April 3-5, 2011Hot Springs, AR

2

The Wonderful World of

Dr. Seuss and the 10

Themes of Social Studies

Nancy P. Gallavan, Ph.D.ProfessorUniversity of Central Arkansas (UCA)Department of Teaching & Learning; MAT [email protected]

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NCSS Theme1. Culture

The Cat in the Hat(1957)

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NCSS Theme1. Culture

The Cat in the Hat Songbook

(1967)

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NCSS Theme1. Culture

The Sneetchesand Other Stories

(1961)

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The Sneetches and Other Stories (1961)

Culture Wheel

Give each student a copy of the Culture Wheel. Discuss the various cultural characteristics.

You may select more, less, or different characteristics.

Ask each student to identify her or his cultural characteristics by writing in each segment of the Culture Wheel. You may want students to complete the Culture Wheel with a family member. Be sure to write an appropriate introductory letter with this assignment.

Place students with a partner or into small groups to share their Culture Wheels.

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The Sneetches and Other Stories (1961)

ethnicity

race

nationality

age

gender

language

religion

appearance

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NCSS Theme2. Time, Continuity, & Change

Dr. Seuss’s Sleep Book

(1962)

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NCSS Theme2. Time, Continuity, & Change

My Many Colored Days

(1996)

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NCSS Theme2. Time, Continuity, & Change

The Zaxfrom

The Sneetchesand Other Stories

(1961)

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The Zax from The Sneetches and Other Stories

(1961)Conflict Management

Select a controversial issue about which you feel quite strong or passionate. In the left oval, describe the issue from your point of view. In the right oval, describe the issue from the opposing point of view.

In the overlapping section of the diagram, describe how you could manage the conflict through compromise so you don’t become a Zax.

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NCSS Theme2. Time, Continuity, & Change

The 500 Hats of Bartholomew

Cubbins(1938)

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Bartholomew goes to town.Bartholomew meets the King in his carriage.Bartholomew is carried up to the palace by the Captain of the King’s Guards.Bartholomew goes to the Throne Room.Bartholomew meets Sir Alaric –Keeper of the Records.Bartholomew meets Yeoman of the Bowmen.Bartholomew meets the Magicians.Bartholomew meets the Executioner.Bartholomew, the King and the Grand Duke led Bartholomew to highest turret to push him off.Sir Alaric notices the hats began to change! 451 had two feathers.The 500th Hat sells to the King for 500 pieces of gold.Bartholomew gets to go home.

Packet Resources for Timeline

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Timeline Activity

Students will create timelines using Bartholomew Cubin's hats. Explain to students how a timeline is a sequence of events that occur in order.

Divide students in groups; handout butcher paper size posters and rulers. In group packets have strips of events, hats for students to design their timelines. Read the story.

Brainstorm with students what events happened in the story. Have them make a timeline marking each event in order as it appeared in the story. Advise students to be sure the hats are in correct order on the timeline too.

Have students paste their timelines together in sequence and explain why they used the order they did.

The 500 Hats of Bartholomew Cubbins (1938)

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NCSS Theme3. People, Places, & Environment

Hunches in Bunches (1982)

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NCSS Theme3. People, Places, & Environment

Oh! The Places You’ll Go(1990)

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NCSS Theme3. People, Places, & Environment

The Lorax(1971)

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The Lorax (1971)

Debate

The story of the Lorax serves as a catalyst for debating the multiple uses of land to serve and please the public. To organize a debate in your classroom, begin by asking students to brainstorm the various used of land. Ideas might include:

• Leave it natural• Preserve it as a national park• Allow recreational commercial use• Construct residential housing• Build small commercial businesses• Develop an industrial area

Then divide the class so each use has four or five students representing it. Allow time for students to plan ways to strengthen their agendas. Then take turns presenting ideas and debating choices.

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NCSS Theme4. Individual Development & Identity

Green Eggs and Ham(1960)

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NCSS Theme4. Individual Development & Identity

My Book About Me

(1969)

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NCSS Theme4. Individual Development & Identity

I Can Lick 30 Tigers Today and

Other Stories (1969)

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NCSS Theme4. Individual Development & Identity

Did I Ever Tell You How Lucky

You Are?(1973)

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NCSS Theme4. Individual Development & Identity

What Was I Scared Of? Glow-in-the-Dark

Encounter(1973)

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Journal Writingexplore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions; analyze a particular event to identify reasons individuals might respond to it in different ways;

In this activity students explore the meaning of objects. Objects tell a story about us and the perpetual process of design that is central to human existence. Students will conduct research on the history of pants, and write an imaginary story about a pair of pants. They will host a presentation to share their journal stories.

Optional: Give each student a magazine. Have them cut out a picture that contains a pair of pants. Have students create a group story about a pair of pants.

What Was I Scared Of? A Glow-in-the-Dark Encounter (1973)

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NCSS Theme5. Individuals Groups, & Institutions

The King’s Stilts(1939)

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NCSS Theme5. Individuals Groups, & Institutions

If I Ran the Zoo(1950)

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NCSS Theme5. Individuals Groups, & Institutions

If I Ran the Circus(1956)

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NCSS Theme5. Individuals Groups, & Institutions

Oh, the Thinks You Can Think!

(1975)

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NCSS Theme5. Individuals Groups, & Institutions

Hooray For Diffendoofer Day

(1986)

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Hooray For Diffendoofer Day (1986)

Give students a copy of the graphic organizer with the circles. Tell students to label the center circle as themselves. Then work your way around the circle.

Each of the circles represents a different teacher or staff member at the school. Students should label each circle and include a few descriptive phrases noting how that particular person is special and unique.

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NCSS Theme6. Power, Authority, & Governance

I Had Trouble in Getting to

Solla Sollew(1965)

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NCSS Theme6. Power, Authority, & Governance

Marvin K. Mooney, Would You Please

Go Now! (1972)

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NCSS Theme6. Power, Authority, & Governance

Horton Hears a Who

(1954)

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Design a hierarchical concept map of the Who-ville town. Discuss with how a hierarchy shows who answers to whom and the importance of voices in a democracy. Have students design a concept map of their own town, city or life at home.

Horton Hears a Who (1954)

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NCSS Theme7. Production, Distribution, & Consumption

McElligot’s Pool (1954)

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NCSS Theme7. Production, Distribution, & Consumption

Fox In Socks(1965)

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NCSS Theme7. Production, Distribution, & Consumption

How The Grinch Stole

Christmas! (1995)

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Students will design a time capsule after doing an archeological dig of their trash. Day before activity, student should look in their own home trash and write down up to 10 items; five items can be food, five items should not be food. Arrange students in groups of four to five.

Step 1: Have them select five items from their archeological dig they would like to place in the time capsule.

Step 2: Have the group develop five more items to place in the capsule, so 100 years from now, historians can develop theories about what people produced, distributed and consumed in the year 2009.

Step 3: Have student design a group time-capsule on ½ poster board, present their items and display around the room.

How The Grinch Stole Christmas! (1995)

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NCSS Theme8. Science, Technology, & Society

And to Think That I Saw It On

Mulberry Street (1937)

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NCSS Theme8. Science, Technology, & Society

On Beyond Zebra(1955)

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NCSS Theme8. Science, Technology & Society

Bartholomew and the Oobleck(1949)

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Writing Exercise.Inventions impact on society, the pros and cons.Use the book as a source to show the pros/cons of Oobleck. Pros Cons

Brainstorm with the class after reading the book the pros/cons of the Oobleck.Have students develop an idea for a new invention. Be sure they list the pros/cons for that invention and how it would impact society. Writing Prompt: What would happen if you could invent something new? If I could invent ___________________.OrDescribe something you'd like to invent (realistic or outlandish) that would make your life easier.

Bartholomew and the Oobleck (1949)

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NCSS Theme9. Global Connections

Scrambled Eggs Super (1953)

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NCSS Theme9. Global Connections

Thidwick The Big-Hearted

Moose(1948)

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NCSS Theme9. Global Connections

The Butter Battle Book

(1983)

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The Butter Battle Book (1983)

Role Playing

Read the book aloud to the classDivide the class into groups of no more than three students in each group for a total number of even-numbered groups.Assign the groups as either Yooks and Zooks.Ask each group to identify their situation.

Then team one group of Yooks with one group of Zooks. The first task is to role play the story to understand the battle.The second task is to create a new, workable ending.

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NCSS Theme10. Civic Ideals and Practices

Horton Hatches the Egg(1940)

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NCSS Theme10. Civic Ideals and Practices

One Fish, Two Fish, Red Fish, Blue Fish(1960)

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NCSS Theme10. Civic Ideals & Practices

Yertle the Turtle and Other Stories

(1958)

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Mock Trial Grades 3-6th

Case Scenario—Yertle is the dictatorial and oppressive king of a pond. He decides his kingdom is too small and demands that the other turtles stand on each other’s backs to build a high, then higher, then higher throne for the Mighty Yertle. Yertle’s reign is toppled by a simple, innocent act committed by the lowest turtle in the stack.

Original story adds a new angle. One of the turtles in the middle of the stack is name Sadie. Sadie’s mom was angry and said that King Yertle had no right to tell a young turtle to bear the weight of other turtles. Sadie’s local reptile doctor finds a thin crack in her shell which may never heal properly.

Yertle the Turtle and Other Stories (1958)

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Thank you!

54

And to Think That I Saw it on Mulberry Street 1937

The Five Hundred Hats of Bartholomew Cubbins 1938

King's Stilts 1939

Horton Hatches the Egg 1940

McElligot's Pool 1947

Thidwick, the Big-Hearted Moose 1948

Bartholomew and the Oobleck 1949

If I Ran the Zoo 1950

Scrambled Eggs Super! 1953

Horton Hears a Who 1954

On Beyond Zebra! 1955

If I Ran the Circus 1956

Cat in the Hat 1957

How the Grinch Stole Christmas 1957

Cat in the Hat Comes Back 1958

Yertle the Turtle & Other Stories 1958

Happy Birthday to You 1959

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Green Eggs and Ham 1960

One Fish, Two Fish, Red Fish, Blue Fish 1960

Dr. Seuss Sleep Book 1962

Dr. Seuss ABC 1963

Hop on Pop 1963

Fox in Socks 1965

The Foot Book 1968

I Can Lick Thirty Tigers Today and Other Stories 1969

My Book About Me 1969

Sneetches and Other Stories 1969

I Can Draw It Myself:

By Me, Myself with a Little Help from My Friend Dr. Seuss

1970

Mister Brown Can Moo, Can You 1970

The Lorax 1971

Marvin K. Mooney, Will You Please Go Now 1972

Did I Ever Tell You How Lucky You Are? 1973

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Shape Of Me and Other Stuff 1973

Great Day for Up! 1974

There's a Wocket in My Pocket! 1974

Oh! The Thinks You Can Think! 1975

I Can Read with My Eyes Shut! 1978

Oh, Say Can You Say? 1979

Hunches in Bunches 1982

The Butter Battle Book 1984

You're Only Old Once 1986

I Am Not Going to Get up Today! 1987

The Seven Lady Godivas 1987

The Tough Coughs as He Ploughs the Dough 1987

Oh, the Places You'll Go! 1990

I Had Trouble in Getting to Solla Sollew 1992

Daisy-Head Mayzie 1995

My Many Colored Days 1996

Hooray for Diffendoofer Day! 1998