EDC 739:
Portfolio
Social Studies Concept
Development in Bilingual/Bicultural
Early Childhood Settings,
Birth to Grade 2
Arianny Savinon-Perez
Lehman College Fall 2013
Bronx, New York
Course number and title: EDC 739: Social Studies Concept Development in Bilingual/Bicultural Early
Childhood Settings, Birth to Grade 2. Instructor: Annabelle Paredes
Content
Assignments
Grades/Score
SS autobiography
Pass/Fail
RJE(summary of chapters and reflection) 10
Response to Black Board Postings/Articles 10
Field Work: Interview/ Class Observation
Research On Historical Sites
Individual Presentation: Chapter 10
25
Article Review
Children Literature: book Summary
10
Website Critique 5
Lesson Plans
20
Professionalism 20
TOTAL 100
Index
Assignment Page(s)
• SS Autobiography
• Journal entries(chapters)
• Response to Bb Assignments
• Field Work part I: Standards
• Field Work Part II: Class Observation
• Projects:
• Article Review
• Children Literature
• Website Critique
• Research On Historical Sites
• Important Places of the community
• Lesson Plans
• Reflection on lesson taught
• Individual Presentation
1
Soc ia l Stud i e s Autob i ography [pa s s/ fa i l]
In order to recall your experiences with Social Studies in your native and second language,
students will interview each other by asking questions about how they learned social studies
on the first day of class. Then you will write your SS autobiography focusing on your
learning experiences in both languages and reflecting on how those experiences affect your
academic life.
SS Autobiography
I consider that social studies are related to the study of people, culture, physical environment and the
way they interact with each other. This includes places, people, society and its organization, and human
interaction, including friendship, rules, and people’s role in society, etc. Some of the topics covered by
social studies are: people, social status, laws and regulations, diversity, location of places of the world,
beliefs, customs, values, etc. In my native language the topics I learned while taking Social Studies lessons were related to concepts
about to geographic locations, family, maps, the Earth and its resources, countries, flags of the world,
government, politics, economy, presidents and famous people of the world. Meanwhile, in my second
language I explored another aspect of social studies, such as importance and implication of citizenship,
freedom, immigration, diversity: social and ethnic differences, discrimination, the value of rights and the
role of education in society.
In my particular case, these experiences have had a positively impact in my professional and personal
life. The knowledge acquired helped understand how to become an active member of society. Also, I
became more interested in knowing more about my rights and the importance of getting a better education
as the key for social and economic growth. In addition, knowing about different cultures has contributed
to develop tolerance and appreciation for other’s values and customs. As an educator, I recognize the
importance of teaching social studies to young children in order to create awareness and appreciation for
all the social factors that surround them.
R espon s e t o R ead ing s Journa l Entr i e s (R JE)
[10 po in t s]
Using critical analysis, write about your reaction, relevant experiences and its application to fieldwork to each chapter in your journal entries. These journals entries should include the following:
• A summary of your observations and reaction to the readings for that week; and
• A discussion of how can you apply this acquired information to your practice, fieldwork experience and to your personal experiences with social studies.
Response to Reading Journal entry
Chapter I: These Are the Social Studies
Summary and Reflection
Social studies are defined as the integrated study of the social sciences and humanities to
promote civic competence. The purpose of the social studies is to help children develop ability to
make decisions as citizens of a culturally diverse, democratic society in an interdependent world.
Social studies is an important element in young children’s education. This serves as a foundation
for future understanding of more complex ideas. Learning social studies takes place naturally as
children participate in classroom activities in which they can experience democracy, decision
making and other factors that will help them use the knowledge, attitudes, skills and processes
that will serve for later social studies learning. In the past, there different approaches used to
introduce children to social studies were based on study of fact to be memorized, which were
neither functional nor meaningful for children. In contrast, nowadays teaching social studies is
founded on the fact that a child should be oriented to “do social studies” by being exposed to
different functional and meaningful experiences. The contribution John Dewey, Jean Piaget’s
and Vygotsky’s theories of learning to this field has encourage educators to make substantial
modifications to the social studies curriculum and teaching approaches. Also, educators have
assumed that children develop ideas and concepts about their world when they are very young.
Therefore, their prior knowledge is used as a foundation for teaching new concepts. Social
studies is oriented to train children in the skills and habits necessary to function and participate in
a democratic society. This allows children absorb the information provided through firsthand
manipulation and encounter such as play, active learning and connection of new learning with
previous experience. Social studies also focuses on supporting and fostering the social and
emotional growth of young children through teaching how to share materials and ideas, healthy
relationships with others, responsibility for their behaviors, interest, cooperation, appreciation for
others and development of self-concept and self-respect.
As a professional, acquiring this knowledge about the implications of teaching social studies
to young children gives the base to become a more effective social studies teacher. I would apply
these in my classroom by providing children different experiences that are integrated and
meaningful to them. This will be done through the integration of the topics into children’s
cultural background, personal knowledge, interests, family and experiences in their community. I
will take into account the different stages of children’s development to provide them with
developmentally appropriate practices that match their cognitive, emotional, social and physical
maturity. This chapter helped me understand that teaching children isolated facts doesn’t provide
children meaningful learning. I believe that children are capable of acquiring high level
knowledge at a young age, and as an educator, I need to provide children with developmentally
appropriate practices and tools they need to promote thinking development and expand their
capabilities in all aspects of their life.
Response to Reading Journal entry
Chapter II: Planning and Assessment Summary and reflection
When teaching social studies to young a child is very important for educators to know about children’s
development, cultural background and interests. This knowledge will lead teachers to make appropriate
decisions when planning goals, objectives, teaching strategies, meaningful activities, and assessment.
Although all children pass through same stages of development and have similar needs, as individuals,
they are very different and unique. Therefore, when planning, educators have to take into account this
knowledge to select appropriately the strategies and assessment that best fit each child’s needs in the
classroom. The reference point for doing this is to use children’s experiences, abilities and individual
needs as a reference for effective learning, planning and assessment. Teachers should create an inclusive
environment where all children can learn and expand the skills and abilities they need to perform as active
member of society (independence, autonomy, pride, tolerance, empathy, and appreciation for cultural
diversity, competency, confidence and respect).
Another important aspect I learned from this chapter is that for teaching social studies to young
children is that educators need to become acquainted with children’s ethnic, subcultural background and
values of the community where they live. In addition, when planning, in order to match the standards with
the resources available and to provide effective teaching, teachers need to acquire in-depth knowledge of
the concepts key to each social science, and the skills and values considered to be part of social studies.
Some of the skills children learn in social studies class are map reading, thinking, finding and using
information, and social skills, attitudes and values. For effective planning, teachers should select goals
and objectives for children’s learning of content and skills that will foster each child’s own worth and
dignity, respect for self and others, participation, responsibility for the group, and disposition of learning
to learn. I agree that planning is essential for successful teaching and learning. As bilingual educator,
when planning, I will take into account children’s interest, goals of education, content knowledge of the
social studies, and setting specific goals and objectives that address the learning of all children in the
classroom. In addition, in order to provide effective and authentic assessment, I will evaluate children’s
learning by using different approaches such as performance task, checklist, standardized tests when
necessary, observations, interviews, portfolios, etc.
Response to Reading Journal entry
Summary and Reflection
Chapter III: Resources for Learning
This chapter highlights the importance of making good selection of resources for teaching social
studies to young children. The social studies curriculum demands that children be able to learn through
firsthand experiences grounded in their here-and-now environment. This environment includes interaction
with others, children actions in the physical environments of the classroom and communities. Families,
people, school, children and communities are valuable resources for social studies learning. All of them
provide meaningful experiences and information that are useful to promote learning. Therefore, educators
are encouraged to use different strategies to involve the families and the community as much as possible
in this learning. The school should provide the environment with the resources necessary that meet young
children’s interest and needs.
Some resources and activities that foster social studies learning in the child’s physical environments
are fieldworks, field trips, guest speakers, community service, learning centers, children literature,
reference materials, visual discovery, bulletin boards and displays, commercial materials, video clips,
audiovisual resources, CDs, DVDs, technology and online resources.
The information acquired in this chapter has been very useful for me. I wasn’t aware of the richness of
the resources that we have around us. I agree that the child’s experiences are the most important resource
we can use since this prior knowledge serves as the foundation for new learning. As an effective educator,
I understand the usefulness of families, school and communities as resources for children’s learning.
When teaching social studies I will plan meaningful activities to foster the children’s exploration of and
interaction with these environments such as fieldworks, fieldtrips, family days, action projects, leaning
center, celebrations, etc. Also, I will use the local library as a resource to obtain children literatures that
represent children’s cultures, diversity and interests.
Response to Reading Journal entry
Summary and Reflection
Chapter IV: Thinking Concept Formation
This chapter presents strategies to help children develop thinking skills and concept formation. It’s
been proven that young children use the same processes involved in adult thinking. Teachers can foster
children’s thinking by providing meaningful, integrated, and interesting experiences. Teachers are
encouraged to identify what families, communities and children have to offer. These resources represent
firsthand meaningful and interesting experiences for children. The here-and –now experiences promote
thinking because they are firsthand, involve others and are filled with language. Play is the cornerstone
for cognitive and social-emotional development.
In order to help children develop thinking skills and concept formation, teachers should provide
children with experiences that involve observation, organizing and interpreting information, graphing,
comparing and contrasting, classifying, interaction with others, experiences that require language, touch,
taste, move about, take apart, and put together again, see relationships, generalizations, questioning,
reaching conclusion etc.
As an educator of young children, in order to promote concept formation and thinking skills, first, I
will take into account the developmental stage of my students. I will provide developmentally-age
appropriate experiences that match their abilities and understanding. I will provide a variety of
experiences and resources for children to develop strong foundation of thinking. I will promote activities
that involve exploration and manipulation of their environment. I will plan my lessons taking into account
children’s experiences. Also, I will use children’s play as a means for developing thinking and concept
formation. I will plan activities for encouraging children to ask questions and find solutions to problems,
locate information, organize data, interpret data and draw conclusions. I will also identify key ideas and
concepts and use them to organize children’s learning experiences.
Response to Reading Journal entry
Summary and Reflection
Chapter V: Social Skills: Self, Others and the Community
This chapter presents the concepts and strategies that teachers should promote to develop social skills
in young children. Since children enter the classroom with a variety of social skills, it’s important for
teachers to help them relate these skills to adults and peers. This represents a challenge for children when
they are asked to give up some of their individualities for the good of the group. In the classroom children
will learn necessary skills, attitudes and values to interact with others within a democratic environment.
Through the social studies children learn form the foundation of a healthy self-concept, develop the
skills of communicating, sharing, cooperating and participating in a social group. Although there are
many factors that affect social development in young children (family interaction, role of culture, role of
school), in the classroom educators can promote activities that support each child as an individual while
providing all children with structured routines, acceptance of children’s feelings and behaviors and to find
different ways for children to express their feelings and emotions (play, running, drawing, painting,
building, telling stories, etc).
In the school, the focus on social skills acquisition is to help children develop self-concept, pro-social
skills, and making and keeping friends. The learning of social and thinking skills are considered the most
important for young children. These social skills are related to self-concept and self-esteem. In order to
acquire these skills, teachers are encouraged to promote social interaction and cooperation in the
classroom. Children should learn to relate to others, communication skills including listening, speaking,
reading and writing, learning to share and cooperate, how to prevent and solve conflicts.
As an educator, I will promote social skills in my classroom by providing children experiences and
activities in which they can make friends, interact with each other, develop respect for themselves and for
others, integrate into groups, solve and prevent conflicts, feel accepted, respected and valued, and develop
appreciation for individual differences. I will provide them with a variety of developmental level
materials such as toys, books, DVDs, software, games, etc., that encourage social interaction of all
children including those with disabilities, sharing and cooperating with others.
Response to Reading Journal entry
Summary and Reflection
Chapter VI: Culture, Diversity and Values
This chapter addresses the importance of developing in young children the concepts of values,
attitudes and culture. Other concepts that teachers should address in social studies related to this
topic are community, friendship and diversity. At this age it’s important that children learn about
others too. Learning about interconnectedness and interdependency, multiculturalism, tolerance
and conflict resolution are key concepts addressed in social studies that help children develop a
sense of and appreciation for diversity.
One of the purposes of the social studies class is to help children develop skills for addressing
democratic values in the classroom. Since values and attitudes are related to feelings and
personal beliefs, many believe that children should learn them in their homes or churches. They
claim that school should not be responsible for teaching other people’s children what to value or
believe. However, since everything that occurs in the classroom is bound up in and influenced by
values and attitudes, their transmission to young children is unavoidable. Although there is
disagreement about what values should be taught in the school, educators are encouraged to
through social studies activities, provide a setting for children to acquire knowledge of history
and the social sciences and to be exposed to abroad variety of opinions, facilitating the
formulation, reassessment, and affirmation of their beliefs. Teachers need to be aware that the
universal values that are worthwhile and necessary are those that are consistent with the values
of equality and democracy.
Educators are encouraged to practice some strategies that promote anti-bias learning
environments for children such as cooperative learning, prejudice reduction activities, conflict
resolution, teaching peace and understanding war.
As an educator of multicultural children, through my teaching I will foster in my children
experiences that help them develop appreciation and respect for themselves, for diversity,
individual differences, and to learn handling challenging situations with others without
aggression or violence. In order to foster a nurtured environment for my children, I will evaluate
and observe my own value system and attitudes. I will also respect and learn the origin and
meaning of the attitudes and values of children from differing cultures, racial and ethnic groups,
and socioeconomic classes. I will expose the children to use a variety of resources (literature,
DVDs, CDs, movies, software, etc.) and experiences that represent their own cultures, ethnicity,
gender and beliefs. I will provide role model who demonstrate the values inherent in a
democracy, such as the dignity of each individual, universal participation, freedom of speech and
opportunity to express their ideas and feelings, the right to feel protected and happy, participation
in society and responsibility for others, cooperation and acceptance of one’s role in the
community.
Response to Reading Journal entry
Summary and Reflection
Chapter VII: Children’s Study of Time, continuity, and Change: History
This chapter presents the key concepts that young children should learn in history, and the
strategies that are age-appropriate for teaching these concepts to them. It also shows strategies to
integrate history concepts with human activities from their daily experiences. The study of
History should be based on concepts of time, continuity and change. Through the exploration of
these concepts, children develop understanding of their historical roots, and to locate themselves
in time. The basic concepts children learn in history are time, change, the continuity of human
life, the past and the methods of the historian.
Children are introduces to the study of time though a variety of activities that involve
sequencing in their daily routines. Through actual experiences and listening to stories of the
recent, past and long ago, children learn that change is constant and should not be feared. To gain
understanding of life before their time, children can experience the past by analyzing recordings,
handling objects and records from the past, listening to stories and poetry about the past.
Children also can learn to use methods of the historian, such as inquiring, children can make
their lives more meaningful, richer and fuller. They learn to recognize problems and ask
questions, to observe, analyze, and infer as they collect and examine evidence, and finally to
reach conclusions.
To engage young children in experiences that foster the learning of these concepts, educators
are encouraged to implement a variety of strategies and activities that involve readings, field
experiences, routines that teach time, measuring time, the passage of time, change and how it
affects their lives (school, community, nature, themselves), the continuity of human life (family
history, generational contacts, holidays celebration and traditions) the past (people, objects and
visual discovery, narratives and the Arts), methods of the historian( generate questions and
identify problems, gather information, observation of data, analyze information, and draw
conclusions).
I will use this knowledge in my classroom to help children develop interest for the past
through the exploration of their personal history. This will be fostered through the practice of
regular activities in the classroom. I will focus on the key concepts of the past, time, change,
continuity of live and the methods of historian to help children develop understanding of history.
I will expose children to a variety of concrete relevant experiences. Also, I will integrate
scientific and technological change in my activities.
Response to Reading Journal entry
Summary and Reflection
Chapter VIII: People, Places and Environments: Geography
This chapter presents teachers the key concepts and skills that young children can learn in Geography.
When teaching geography to young children teachers need first to be aware of the children’s immediate
physical environment and their ability and opportunity to observe, speculate about, analyze and evaluate
that environment. Some of the themes and concepts recommended for educators to teach at this age are:
the Earth is the place where we live, directions and locations, relationships within places, spatial
interactions and region.
In order to help young children understand these concepts, it’s essential to create awareness of the
world where they live through different types of experiences with living and nonliving things that
surround them. Taking children to field trips where they can observe and compare the different features of
the earth will help them better understand the concepts and develop a sense of belonging and
responsibility to care for our earth. Other important concepts and skills that children learn and develop at
this age are interdependency of living and nonliving things, aesthetic awareness (appreciation for nature)
and social consciousness (responsibility for environmental protection). Some of the strategies that help
children build these skills are related to action projects that include recycling, reusing and reducing.
As an educator, I will help children to develop understanding of geography concepts through the
implementation of a variety of concrete experiences, strategies and activities that involve environmental
exploration, hands-on activities, movement exploration, field trips, locating themselves and objects in
space, learning their addresses, analyzing movies and other visual resources, mapping and exploring how
people interact even when they are separate in space. In order to make my teaching meaningful and
functional to children, I will keep in mind that the first point of reference is the children’s immediate
environment and experiences.
Response to Reading Journal entry
Summary and Reflection
Chapter IX: Economics: Production, Distribution, and Consumption
This chapter explores strategies for teachers to help children develop economic concepts such
as distribution, consumption, scarcity, producer and consumer. There is evidence that although
young children’s reasoning about economic issues doesn’t develop until they reach 10 or 11,
they still develop interest and awareness of some economic concepts that are present in their life
every day. Young children come to the classrooms knowing that making purchases implies the
use of money, their wants often exceed their resources, and that they can offer some services or
product to get money. At this age, teachers work to build and extend this informal knowledge of
economics to continue developing the bases for citizenship and democracy. It’s been determined
that when children understand economic concepts and implications, they are developing skills to
become adult role models as consumers, producers and voters. When educators use knowledge
of children’s awareness of economics concepts such as scarcity, wants and needs, and their direct
experiences with these concepts, they introduce children to essential economic principles.
When teaching young children economic concepts, it’s recommended for teachers to focus on
the ideas about scarcity, decision-making, and the function of production and consumption as
well as future career choices and roles. To do so, educators should use children’s experience,
both incidental and structured. Children needs to develop awareness of the importance of
conservation of energy and materials, availability of resource to make responsible decision
regarding their needs and wants, role of money in acquiring services and goods, kinds of jobs
and the resources used in each of them, and so on. Teachers are encouraged to introduce
economic concepts to young children through an integrated, whole curriculum that includes
experiencing, doing and acting for themselves.
As an educator, I will use children’s experiences to introduce economic concepts. I will
implement a naturalistic and constructivist teaching approaches where children will learn (in
their natural environment) to build their knowledge through hands-on experiences, using their
previous knowledge, discovering and integrating new information in a meaningful and functional
way.
Response to Reading Journal entry
Summary and Reflection
Chapter X: Developing Citizenship: Civics and Participation
In this chapter it was discussed about the content that children should learn in social studies to develop
citizenship. When addressing these topics, children learn a variety of democratic and governance
principles such as responsibilities, power and authority, rules, roles, laws, individuals and groups,
participation, values, fairness, democracy, rights. According to the Strand X, about Civic Ideals and
Practices: “Social studies programs should include experiences that provide for the study of the ideals,
principles and practices of citizenship in a democratic republic.” Some of the activities recommended for
teachers to introduce these topics are: allow children helping set the classroom expectations, conducting
service projects, participating in class meetings, making decisions to balance the needs for the wellbeing
of individuals and the group, view implication of citizenship in other times places through stories,
dramas, readings.
Since Civic Educations is essential to the preservation and improvement of a democratic society, it’s
important that young children learn from informal and formal experiences that start in the classroom.
These democratic values are the foundation for complex civic understanding and participation. In social
studies class young children learn how to become members and build a democratic society, that they are
valued, worthy and respected, their rights, to give up their egocentrism, and to share and balance their
individual needs with the common good.
Similarly, political concepts are based on children’s own experiences and should be introduced
informally. Educators need to use their knowledge about the President, Flag, Pledge Allegiance, songs to
introduce political topics. Children also understand authority through their experiences at home and in
school –Connections- Through the use of a variety of symbols children begin to understand abstract
political concepts in concrete terms: pictures, visuals, songs, stories, movements, etc.
As an educator is important to expose children to different learning experiences in which they have the
opportunity to practice their learning. As a teacher I will use my classroom as a small laboratory by
providing children with meaningful experiences that will be useful for them to develop citizenship,
democracy and civism. They will have the opportunity to interact with each other to make decisions,
participate in their community, collaborate and solve real life situations in an appropriate manner. This
will build a strong foundation for children to become active and exemplary members of society.
Response to Reading Journal entry
Summary and Reflection
Chapter XI: Global Connections
This chapter addresses the importance of teaching children topics related to global connections and
peace education. According to the authors educators should expose young children to explore these
concepts by relating those connections to their own experiences and lives. Since Worldwide events affect
children’s lives through the media and personal experiences, this should be the starting point to make this
learning meaningful to them.
Young children need to learn that we need to live with others, and others need to live with us. It
represents a challenge for young children to understand the Interconnectedness of our nation with other
nations for trade and commerce and the Cultural interdependence of all nations. For addressing this
situation, educators have to foster in young children a basis for developing the concept that every part of
the world is interdependent. Children also need to learn that humans have many things in common
(similarities) such as basic need, group rules and organization and art forms. Teachers may introduce
these topics by conducting investigations focusing on those in America and comparing them to those
found in other countries. Children’s knowledge about others can be based on their own background and
experiences. Teachers can obtain information though people in the community, the Internet, children’s
books and other literature and media.
Regarding to Global education, children’s natural interest in toys can be springboard for investigating
the life of children in other countries. This can lead to further investigation into the lives and perspectives
of others. Educators can introduce the concept of Peace education to children through the idea of helping
others and tolerance.
As a bilingual educator, I will use the resources and experiences that each child an their families bring
to the classroom to build the concepts related to global connection. Since our classrooms are integrated
with children with multicultural backgrounds, this represents a prefect point of reference for them to
develop awareness of the meaning of interconnectedness, and cultural interdependence. I will use these
concepts to help children inquire beyond their own cultural perspective and understand the world of other
people, obtaining information about similarities and differences among people around the world and by
addressing global issues and problems, cross-cultural activities and human choices. Regarding to Peace
education, through the promotion of social action projects, I will focus on helping children to understand
the importance of making this world a better place in which to live.
Fieldwork Journals Entries (FWJE) [25 points]
*Observation: About the S.S. program, materials, websites and resources 1.5hrs
Part II Class observed: 2nd Grade Bilingual Classroom
1. Visit a bilingual class (SE bilingual class) during a social studies lesson.
2. Observe how the teacher supports second language learners as readers and writers of social studies.
This lesson was about the Mexican culture. During the lesson the teacher presented pictures of people
from Mexico in different activities. The teacher asked children questions related to the pictures shown to
explore prior knowledge. Then she explained the topic. The support provided for ELLs were pictures and
repetition of key concepts. She wrote the children’s responses on the board too. This helped children to
connect their oral language with the graphic representation of the words they said. During the independent
work when the children had to write about the topic, they were able to consult the information from the
board.
3.Then describe and analyze the lesson and the activity based on how the students complete the
activity.
During the guided activity the teacher made different groups and assigned a different feature from the
Mexican culture: Music, food, language, art, clothing, location, celebrations, Etc. Then they had to complete
a chart with the information about their assigned task. In the groups each child had a different task: writer,
presenter and researcher. At the end of the lesson, each group had to present their assigned feature of the
Mexican culture. The teacher drew a big chart on the board and as each child explained their part, she
wrote the information on the chart and added pictures. Then she asked the children complete their charts
with all the information from the board.
4. Also, based on what you are learning from readings; chapters, articles, and activities in class in your
reflection include what would you recommend the teacher use if she doesn’t have materials.
The teacher explained that she uses the common core and the state standards, she uses different
materials, but didn’t specify about the scope and sequence to consult the content appropriate for the
grade. The school has their own curriculum that serves as a reference for teachers. I will recommend the
teacher to use the scope and sequence as a guide for her planning. I also would recommend:
Based on what I have learned about the standards and the scope and sequence content for social
studies, I will make the teacher the following recommendations:
*Use the standards and social studies content as the first point of reference to select the topics,
materials, strategies and activities for your lessons.
*When selecting a topic, find the correlation between the common core and the scope and sequence
content for each topic to be taught.
*Use the library as a resource to make the lesson more interesting by using different types of books and
sources.
*Use the resources available in the community to make lessons meaningful and interesting to children
(e.g. plan field trips to explore places and buildings of interest).
• Make the necessary accommodations to support the learning of children with special
needs and ELLs in all your lessons.
*Provide children with a variety of learning experiences as possible inside and outside the classroom.
5. Provide sample(s) of Children’s Work.
These are examples of the worked done during the last part of the lesson. The teacher provided a worksheet and the
children had to use a book about the Mexican culture to complete the information requested.
Fieldwork Journals Entries (FWJE) [25 points] Review an Interview: About the standards 1.5hrs
Part I Kindergarten Bilingual Class
1. First review the common core standards (CCS) and the S.S. scope and sequence online including Pre-Kindergarten city and
state standards.
2. Then interview the teacher that you will be observing throughout the semester.
3. Write what you know or your experience with the standards and explain how the teacher you interviewed is using the common
core standards and the S.S. scope and sequence, Pre-K city and state standards to plan and teach social studies.
4. Compare and evaluate what you learned about the common core standards to what is going on in the classroom according to
the teacher you interviewed. (Describe in as much detail the common core standards and scope and sequence and its best
practice in the classroom.
Guiding questions:
• What do you know about the standards?
• Have you received training?
• What standards do you use?
• How are you using the standards to plan, prepare and teach?
• How long have you been using the standards?
• What parts of the standards do you find useful or effective? And what parts of the standards do you find challenging?
Fieldwork Journals Entries-Interview I
Interview Date: ________ Reflection
Teacher Interview:
1. What do you know about the standards? T-They are used in the public system. The common cores will be implemented in September.
2. Have you received training? T-No really. We have received informal instructions about how to implement the Creative Curriculum and the 10 standards from NAEYC
3. What standards do you use? T-Some of the standards are Approach To Learning, Physical Development And Health, Social Emotional Skills And Interaction.
4. How are you using the standards to plan, prepare and teach?
T- I’m not using the common core, but I use the ones from NAEYC as a reference for planning.
5. How long have you been using the standards? T-4 years
6. What parts of the standards do you find useful or effective? And what parts of the standards do you find challenging?
T- Useful: Approach to learning and social emotional development and family involvement because there are more resources available to develop the lessons. Challenging: Communication, language and leadership because we need more training and resources to know how develop these topics.
What I know or experience about the standards The standards are established guidelines for educators. They indicate the content children need to learn and when. Since they are organized by grades and follow a sequence, they provide the topics and content children should master in each stage of their learning development. They provide the information teachers should know to plan their lessons. How the teacher is using the standards to plan and teach social studies The teacher is not using these standards. She is using 10 pre-established standards from NAEYC. She states that these standards are related to the common core standards. She uses these guidelines to know the topics she will teach. The standards being used include topics related to family, community, leadership and physical environment. She is also using guidelines from a program named ASPIRE and CREATIVE CURRICULUM. Compare the content of the common core and the way the teacher is applying this content. Since the teacher is not applying the common core, she is not following the guidelines suggested to integrate social studies content in her lessons. The common core indicates specific topics and content necessary to plan the lessons. According to the teacher, administrators understand that is not relevant to aligned social studies content into the lessons since age-appropriate resources are difficult to obtain. Teachers instead follow the creative curriculum approach in which they obtain the resources by themselves and select the social studies topics that they consider appropriate for their lessons. Describe the common core standards and scope and sequence and its best practice in the classroom. The standards and scope and sequence are the guidelines available for teachers to provide sequential and age appropriate content for children. Since the common core standards and the scope and sequence are interconnected, educators need to use them as a reference for their teaching. When selecting a topic, teachers should consult these guidelines to make sure that the content selected is appropriate for the children and what other alternative for teaching the selected topics are recommended in these guidelines.
Teacher’s Interview
Teacher’s Interview***Maria Alvarado: Kindergarten
Interview:
Does your school purchase a social studies program?
T-‐ NO. Teachers get books from the library, the Internet and any resource we can get from the community.
What is included in this program? N/A
(If not) what other materials or resources are teachers in the school using to teach social studies?
T-‐We use visual support from the Internet and purchased by teachers.
We use guidelines from CREATIVE CURRICULUM, APLANING GUIDE TO CREATE SCHOOL CURRICULUM and ASPIRE
How do you use them?
I use the books for Reading Aloud and small group activities. I use visual support from pictures to complement the lessons.
I use the guidelines from these curriculum models to plan my lessons.
Is it these materials aligned with the standards?
Yes. They are aligned with the standards we use from NAEYC.
Also ask the teacher what kind of Social Studies program is used in the classroom you work in or are observing; state the publishing company, materials, resources, assessments and activities etc. If there is no purchased program or materials, ask the teacher what kind of resources the teachers in her school are using to teach social studies. Teacher: there is no a specific program. We use different resources from different sources such as library, Internet, teacher made materials, etc.
Reflection: Observe how the teacher supports second language learners as readers and writers of social studies. During the lesson, the teacher used gestures and visual aids (pictures of the vocabulary). During the lesson, the teacher supported ELLs by using gestures while reading, sometimes used children’s native language to clarify concepts, provided children with labeled pictures in English and the Native language. During the independent activity the children were given labeled pictures for them to consult for the writing task. Recommendations for the teacher: Based on what I have learned about the standards and the scope and sequence content for social studies, I will make the teacher the following recommendations: *Use the standards and social studies content as the first point of reference to select the topics, materials, strategies and activities for your lessons. *When selecting a topic, find the correlation between the common core and the scope and sequence content for each topic to be taught. *Use the library as a resource to make the lesson more interesting by using different types of books and sources *Use the resources available in the community to make lessons meaningful and interesting to children (e.g. plan field trips to explore places and buildings of interest) *Select age appropriate books and materials for children to explore *Select books meaningful for children that represent their different cultures and backgrounds. *Explore a variety of websites and online resources such as lesson plan ideas, activities, books, etc. to make your lesson interesting and meaningful. *Support the learning of ELLs with a variety of pictures books in their native language and rich print environment. *Select age appropriate activities and strategies. *Use children’s prior knowledge to introduce new topics. *In order to make learning meaningful to children, build upon what they already know. * Make the necessary accommodations to support the learning of children with special needs and ELLs in all your lessons *Provide children with a variety of learning experiences as possible inside and outside the classroom *Use the classroom as a laboratory where children can practice the social studies content that they are learning.
Webs i t e Cr i t i q u e : (5 Poin t s) You will investigate online websites that offer support to Bilingual Social Studies teachers. WEBSITES:
7. click under Resources to Core Curriculum 8. and summarize what kinds of information about your state can be found on this site. 9. write a summary of what you find 10. write a summary of what you find 11. write a summary of what you find
Website Evaluation Form
Use the following evaluation form to review the websites above.
Name of Site: Curriculum & Instruction URL:
This website provides specific information about the standards related to all the content areas. The area of Social Studies
includes a webpage named learning experiences, which includes detail information about planning and teaching social studies to different grade levels. It provides examples of lesson plan and activities for teachers. PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating__5____ The site uses graphics and colors that are appealing. Rating__3____ The material is well organized Rating__5____ CONTENT/INFORMATION The information provided is up to date. Rating___3___ The information provided is relevant Rating___4____ The information was unbiased Rating___4____ The content helped me as a Social Studies teacher; how and why? Rating_______ 5 CREDIBILITY The name of the institution that updates this site is included. Rating___1____ The site provides a contact person or address if I want to know more about this site Rating__5_____ The authors/institution’s credentials and expertise are specifically stated. Rating__3____ _____________________________________________________________________________________________
Website Evaluation Form
Use the following evaluation form to review the websites above. Name of Site: URL: www.50states.com
This website provide SS teachers with quick access to a great amount of information related to the 50 States. Teachers can find
information about the city, resources, activities, people, population, demographic information, etc. PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating______ 5 The site uses graphics and colors that are appealing. Rating______ 4 The material is well organized Rating______ 5 CONTENT/INFORMATION The information provided is up to date. Rating_____5 The information provided is relevant Rating_______5 The information was unbiased Rating_______ 5 The content helped me as a Social Studies teacher; how and why? Rating_______ 5 CREDIBILITY The name of the institution that updates this site is included. Rating__5 The site provides a contact person or address if I want to know More about this site Rating_5 The authors/institution’s credentials and expertise are specifically stated. Rating_5
Website Evaluation Form
Use the following evaluation form to review the websites above. Name of Site: nationalgeographic URL: www.nationalgeographic.com
This website provides useful information for SS educators about science, animals, plants, research base facts, education,
environment, videos, juegos, etc.
PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating______ 5 The site uses graphics and colors that are appealing. Rating______ 5 The material is well organized Rating______ 5 CONTENT/INFORMATION The information provided is up to date. Rating_______ 5 The information provided is relevant Rating_______ 4 The information was unbiased Rating_______ 5 The content helped me as a Social Studies teacher; how and why? Rating_______ 4 Rating_______ The site provides a contact person or address if I want to know more about this site Rating_______ The authors/institution’s credentials and expertise are specifically stated. Rating_______ Rating_______ The site provides a contact person or address if I want to know more about this site Rating_______ The authors/institution’s credentials and expertise are specifically stated. Rating_______ CREDIBILITY The name of the institution that updates this site is included. Rating_______ 5 The site provides a contact person or address if I want to know more about this site Rating_______ 5 The authors/institution’s credentials and expertise are specifically stated. Rating________ 5
Website Evaluation Form
Use the following evaluation form to review the websites above.
Name of Site: USGS Education_URL: This site contains information about Biology, Geograpphy, geology, etc.,classroom activities, for SS teachers and
for children from different grades. This Web site contains selected USGS educational resources that may be useful
to educators in primary school grades (Kindergarten to Grade 6). Many of these resources can be used directly in
the classroom (see Resource Symbols) or will be useful in classroom lessons or demonstration activities
preparation, or as resources for teacher education and curriculum development. It contains videos, maps, games,
documentals, etc.
PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating______ 5 The site uses graphics and colors that are appealing. Rating______ 5 The material is well organized Rating______ 5 CONTENT/INFORMATION The information provided is up to date. Rating_______ 5 The information provided is relevant Rating_______ 5 The information was unbiased Rating_______ 4 The content helped me as a Social Studies teacher; how and why? Rating_______ 4 CREDIBILITY The name of the institution that updates this site is included. Rating_______ 5 The site provides a contact person or address if I want to know more about this site Rating_______ 5 The authors/institution’s credentials and expertise are specifically stated. Rating_______5
Website Evaluation Form Use the following evaluation form to review the websites above.
Name of Site: USGSweb:Paper Mpodels URL: www.usgs.gov/education/learnweb/ This site shows paper models related to earth science. It contains links that transfer to another sites related to environmental topics such as water, plants, animals, etc. PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating______ 2 The site uses graphics and colors that are appealing. Rating______ 1 The material is well organized Rating______ 3 CONTENT/INFORMATION The information provided is up to date. Rating_______ 1 The information provided is relevant Rating_______ 3 The information was unbiased Rating_______ 4 The content helped me as a Social Studies teacher; how and why? Rating_______ 2 CREDIBILITY The name of the institution that updates this site is included. Rating_______ 5 The site provides a contact person or address if I want to know more about this site Rating_______ 5 The authors/institution’s credentials and expertise are specifically stated. Rating_______5
Website Evaluation Form .
Name of Site: Teacher Page: a resource for teachers
URL: This website provides a list of useful different sites related to topics about history and social studies. It contains links for other websites with information about different topics that SS teachers can use to plan their lesson. PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.” FUNCTION/USABILITY It is easy to move from one page to another on this website. Rating______ 5 The site uses graphics and colors that are appealing. Rating______ 3 The material is well organized Rating______ 4 CONTENT/INFORMATION The information provided is up to date. Rating_______ 5 The information provided is relevant Rating_______ 4 The information was unbiased Rating_______ 5 The content helped me as a Social Studies teacher; how and why? Rating_______ 4 CREDIBILITY The name of the institution that updates this site is included. Rating_______ 5 The site provides a contact person or address if I want to know more about this site Rating_______ 5 The authors/institution’s credentials and expertise are specifically stated. Rating_______5
W ebs i t e Cr i t i q u e :
PART II:
Try to visit all the websites and then select two of your favorite websites and write a comprehensive summary of what these sites have to offer to Social Studies teachers. 1. www.udel.edu/dssep/literature.html Description: This is a useful website for teachers to find literature related to a variety Social Studies topics. It contains
different types of books, which are organized by grade level. This site provides teachers information
about the content of each book. The themes covered by this site are Geography, Economics and Civics:
Rules and Laws, Values and Principles, Citizens' Rights and Privileges, Government and Participation in
Civic Life.
2. Teacher resources and professional development across the curriculum
http://www.learner.org/resources/series166.html?pop=yes&pid=1796 Description: This is a useful websites for teachers who need information about teaching strategies. In this site teachers
can find a variety of resources such as videos and other information of how teachers can insert the
different learning standards and guidelines establish by the educational system in the classroom while
teaching Social Studies to children form different grade levels.
General Information: The Social Studies in Action teaching practices library, professional development guide, and companion
Web site bring to life the National Council for the Social Studies standards. Blending content and
methodology, the video library documents 24 teachers and their students in K-12 classrooms across the
country actively exploring the social studies. Lively, provocative, and educationally sound, these lessons
are designed to inspire thoughtful conversations and reflections on teaching practices in the social studies.
Article: Enseñar y Aprender Estudios Sociales” de Ileana M. Quintero y josefina Mora: Después de leer el articulo "Enseñar y Aprender Estudios Sociales” de Ileana M. Quintero y josefina Mora: a)Explica con tus propias palabras y da ejemplos de como fue que se alinearon y se integraron el currículo a los estándares de estudios sociales. b)Cuales tu crees que fueron los propósitos de implementar actividades que fueran de interés para los estudiantes? c)Siguiendo el ejemplo del tema que se investigo. Piensa en un tema que tú puedas planear y desarrollar y que además sea apropiada para la edad de los niños con los que trabajas. d)También piensa en actividades en que los niños puedan participar activamente. En este artículo se plantean estrategias de como los educadores podemos trabajar el currículo
de estudios sociales y crear un currículo integrado y relevante para los estudiantes. De acuerdo
con los autores, los educadores deben trabajar para formar estudiantes proactivos que busquen
respuestas a problemáticas latentes de su sociedad, en vez de ser pasivos receptores de
información presentada como verdades incambiables. Se plantea una integración de los
diferentes elementos del currículo a los estándares de estudios sociales de manera que sean de
interés y relevancia para los estudiantes. En el estudio realizado, se integro el currículo cuando
a los estudiantes se les dio la oportunidad de visualizar en su propio medio ambiente los
contenidos trabajados, y partiendo de este punto, generalizaron y expandieron sus conocimientos
a otros contextos. Les fue dada la oportunidad de inquirir, analizar, observar e investigar
diferentes aspectos tratados y pudieron ellos mismos construir sus conocimientos partiendo de
sus intereses y experiencias. En un estudio de la comunidad los educadores integraron las áreas
de historia, sociología, psicología, economía, ciencias políticas, antropología y geografía. Las
estrategias utilizadas con los estudiantes fueron viajes de campo, diálogos, entrevistas,
observaciones, encuestas, mapas, visitas a lugares históricos, encuestas, análisis de fotos, diseño
de árbol genealógico, etc.
Considero que el propósito que tuvieron los educadores al implementar actividades que
fueran de interés de los estudiantes fue promover la participación activa y el deseo de aprender
de los mismo. Esta iniciativa logro que la experiencia de aprendizaje fuera relevante y exitosa, ya
que los estudiantes se sintieron identificados con las mismas. Los estudiantes, mas que tareas
escolares, vieron cada actividades como una forma divertida de aprender.
Siguiendo el ejemplo tratado en el articulo, para mis estudiantes yo trabajaría el tema de los
ayudantes de la comunidad. Daría a los niños la oportunidad de explorar varios lugares donde
trabajan diferentes ayudantes de la comunidad tales como doctores, carteros, dentistas,
bomberos, policías, mercaderes, etc. Para este proposito utilizarías diferentes estrategias de
investigación tales como exploración de los conocimientos previos de los estudiantes,
entrevistas, a ayudantes de la comunidad, analizar con los niños la importancia de la labor que
realizan, análisis de fotografías de cómo van evolucionando y cambiando los servicios y el
personal a través del tiempo, viajes de campo y visitas guiadas, invitación de ayudantes de la
comunidad al salón de clases para explicar sus funciones y las herramientas que utiliza para
hacer su trabajo, juego dramático en los cuales los niños puedan personificar diferentes
ayudantes de la comunidad, presentar videos o lecturas sobre ayudantes de la comunidad en otros
lugares del mundo, etc.
Article: Touch the World: Realia for Social Studies by Alicia Van Borssum
Add a list of all the Realia that you have at home or school. This article highlights the importance of using artifacts and hands-on activities to teach social
studies for ESOL. Realia is a fundamental approach that states the effectiveness of using hands-
on strategies and multisensoy experiences to acquire meaningful learning. Realia are objects
from real life used in classroom instruction by educators to improve students' understanding of
other cultures and real life situations. A teacher often employs realia to strengthen students'
associations between words for everyday objects and the objects themselves. This approach
states that more comprehensive learning of abstract social studies concepts takes place when
children are exposed to multisensory expereinces that lead to observation, exploration,
manipulation inferences and description of objects and other artifacts.
Realia ( real things)I have at home or at school:
Phone, puppets, maps, balance beams, clothes, clocks, kitchen objects, dolls, broshures, tickets,
computer, cards, insects, coins, rocks, plants, pet, stamps, fruits, flashdrives, money bills, letters,
newspaper, boxes, pieces of furnitures, hats, tools, etc.
Article: Bringing Grandparents into Social Studies: A Unit of Study by Carole and Daniel Hittleman After reading this article, a) Write about the importance of including grandparents into social studies: b)Explain how the themes on grandparents can be covered and embedded within the ten thematic strands (see S.S. scope and sequence page ii) c)Also, explain how important is to evaluate and select authentic literature in terms of accuracy, authenticity, content and perspective and up to date thinking. d)Finally, create a thematic unit for your grade (birth - 2nd) following the examples presented in this article. *While writing your paper feel free to make connections by providing personal experiences of your own relationship with your grandparents, or your parents, future grandparents.
According to the article, it’s very important to include grandparents into their grandchildren’s
social studies learning. Grandparents are great sources of knowledge and experiences for their
gradchildren. Thorough grandparents children acquire a great deal of information related to their
family history, cultures and traditions. Involving grandparents in their grandchildren’s social
education provides them with meaningful and fuctional experiences that they enjoy and
remember all their lives.
The themes about grandparents can be convered and embeded within the following thematic
strands:
1- Culture: Grandparents are great sources of information about family customs, beliefs,
language and traditions. This topic can be included when working with topics related to
families, neigborhoods, communities, etc.
2- Time, continuity and change: Grandparents experiences are useful for grandchildren to
know how life has changed throughout the times and to compare life styles from the past and
present. The topics in which gradparents can be included are urban, suburban and rural
communities, families and communities, community geography, NYC overtime, neigborhoods,
etc.
3- People, places and environment: Grandparents provide valuable information about how
people has interacted with the environment they live and how this has affected them with the past
of the time. This topic can be included when working on topics related to community’s
geography, neighborhoods, families divesity, urban, suburban and rural communities, NYC over
time, etc.
4- Individual Development and Identity: Grandparents are able to provide udeful insights
about how people develop and change over time and the roots of their identity. This topic can be
included when working on topics related to self and others, families, neighborhoods,identity and
diversity, uniqueness, etc.
5-Individual groups and institutions: grandparents’ experiences can be useful for children to
learn how people used to be organized and how the institution worked and have developed over
time. This can be included when working on topics related to communities, rights, rules and
responsibilities, self and others K, 5.2f, etc.
6-Power, authority and governement: Grandparents are one the the greatest role models of
authority in children’s lives.They are seen as very respected members within the family and can
provide valuable information of how power, authority and goverment have impacted their lives
and how have changed over time in their culture, families and today’s society. This can be
included when working on topics related to the community, rights, rules, and
responsibilities,governement, etc.
7- Production, distribution, and consumption: Grandparents are valuable sources for teaching
grand children about their needs, wants and resources and how they dealt to obtained the goods
and services they needed to survive long time ago. This topic can be included when working on
themes related to families, comunities, self and others, urban, suburban, and rural comunities,
etc.
8-Science, Technology and Society: Through interaction with grandparents children learn
useful information of how science, technology and society was long time ago. They can share
artifacts used long time ago, stories, experiences and struggles they went through due to the lack
of resources and technology that we have in present times. This can be included when working
on content related to urban, suburban, and rural comunities, NYC over time, families now and
long ago, families and communities, etc.
9-Global Connections: Grandaparents can provide children with a variety of information
regarding their diverse cultures and how they dealt with politics, economics long ago, which can
be compared and connected to other’s cultures as well. This can be included when working on
topics related to self and others, diversity, community’s geography, families and communities,
rights, rules and responsibilities, etc.
10-Civil ideals and practices: Grandaparents are valuable sources of information for children to
learn the evolution and development of civic ideals and practices in their own cultures and
compare it to the new culture acquired. This topic can be included when working on contents
related to rights, rules and responsibilities, the community, etc.
It’s very important for educators to make a careful selection of authentic literature in terms of
accuracy, authenticity, content and perspective, and up to date thinking. These factors should be
taken into account when expossing children to different materials to teach them social studies.
Educators have to make sure that the information provided can be proven as authentic, true and
accurate. Since some literature might ommit important information necessary for children to
compare with their own lives, they might become a misrepresentation of what we want them to
learn. For instance, they might mislead the message we want to transmit to our children. In
addition, the content should be aligned with the preestablished learning standards for the grade
being taught. Since perspective about a particular topic changes over time, educators have to
make sure that the materials selected are still aligned with the current conceptions. Likewise, the
style, format, illustration and organization of the materials must be appropriate for the children
and intended purpose of such materials.
Regarding my personal experience with grandparents, since I was a child, I have acquired
valuable information from my grandmother. She shared great stories about her life during her
childhood and youth. I learned about economics, politics and family culture and how these have
changed over time. I learned to appreciate the resources I had because I understood the struggles
she went through long time ago. I had the opportunity to compare and contrast society and
family life long time ago and in present times, and valorize many aspects of both periods of
times. Thematic Unit: Through interaction with grandparents children learn about their family past and present culture.
Grade: 1st-2nd grade
Content: Geography, economics, social
Concepts: Diversity, identity, traditions, change
Literature: Something from Nothing by phoebe Gilman
Literature Response: a)Infering about and creating the story that the child in the
reading was going to write about. b)Designing a web graphic organizer highlighting the different elements of their culture that
they learned from their grandparents.
Literature Strategies: understanding how sensory images are created in descriptive passages.
Technology used: web graphic organizers cliparts, pictures, computers
Article: Developmentally Appropriate Map Skills Instruction by George W. Maxim In this article the author states that, "Map skills instruction should begin with experiences that help develop fundamental background knowledge about the world".
a) Think of a lesson that will help students learn about map skills. What books, kinds of maps would you use for this lesson? b) What activities, meaningful experiences, or projects the students will work on? c) Which standards address this big idea? Don't forget to incorporate Maxim's ideas on how to teach "young geographers"
Taking into account the guidelines suggested by the author, I would plan a lesson for 2nd grade
children about the neigborhood. The standards adressed are People, Places and Environment, and
Community’s Geography.
I will start my lesson by exploring children’s prior knowledges about the different places they know in
their neigborhood. I will use a the book “ Me On The MAP” to show children example of how we can
represent different spaces through a map. I will explore with children places they usually go in their
neighborhood and will take them for a walk around it. As we walk around, I will ask questions about the
places they see. After, they will design a 3D model of the places observed. Children will work in pairs to
build their models and as they work on it, I will ask them to explain the features they are representing in
their models. I will explain to children that their models can be represented in a flat surface as well, and
together we will represent the different places with simbols and shapes in a flat surface(carboard). As an
extensión of this lesson, children will design a map of their room in a flat surface. For the following
lesson, I will bring maps of the city transportation system to analyze with children the routes follow by
the trains and to locate important streets and places. As a closing Project, children will design a broshure
with a map highlighting the different places of the community using different simbols and drawings.
Articles: “Once upon Genocide: Columbus in children’s literature” and “Columbus and Native Issues in the Elementary Classroom.” After reading, “Once upon a Genocide: Columbus in children’s literature” and “Columbus and Native Issues in the Elementary Classroom” :
a) Explain the important facts presented in both articles and how your perspective of Christopher Columbus has changed, if so. If not give your strong reasons and facts. b) From now on think about and explain how you would teach about Christopher Columbus and the Discovery of America. c) What kind of literature (books, authors, documentaries, movies, etc) would you use? d) What kind of activities (learning experiences) would be provided? e) Now make a connection with “Thanksgiving Celebration" and explain how you would also teach children about the Pilgrims and the Native Americans upon the arrivals of the Europeans settlers.
In the article Columbus and Native Issues in the Elementary Classroom, the authors state the
importance of educating young children to recognize stereotype tendencies behind many social topics
presented in the books they read and to appreciate the contribution of all cultures equally. They point
out that children must be exposed to different literature that portrait the truth of the social and
historical topics about the Americas to avoid stereotypes and misconceptions about different cultures
and practices. Likewise, educators are encouraged to be knowledgeable about the history of native
people and other historical topics to provide children with authentic and meaningful activities and
information that will help them develop a variety of thinking skills such as inference, analysis,
research problem solving and critical thinking about the social and historical issues. The authors
recommend teachers besides selecting unbiased literature for their children, to promote parental
involvement to address this issue. They highlight the importance of exploring children’s prior
knowledge to detect stereotypical misconceptions c and practices. In addition, they recommend
inviting native people from the community to talk about their culture and practices.
Bill Bigelow, in his article Once Upon a Genocide points out that “children’s biographies of
Christopher Columbus function as primers on racism and colonialism.” The author states that these
types of literature teach children to be passive learners accepting oppression and violation to rights as
an acceptable common action throughout the human history. The author also highlights that these
books teach children to accept passively racist attitudes and inhibit them from developing democratic
and multicultural attitudes. It claims that Columbus is portrayed as good man but doesn’t encourage
children to think critically about the real facts behind the history.
As an educator I will use literature that gives children opportunity to think critically and analyze
the situation from different points of view. I will promote class discussions to help children think and
ask questions that are not addressed in these books. I will analyze different sources such videos, field
trips to museums, documental, books, biographies, etc, to find information about the social, political
situation and reality of Columbus’s times for children to have an idea of what really happened.
Regarding teaching about Thanksgiving, I will introduce the topic with a class discussion about the
reasons why people have to move from their places looking for better life. I will use different books
and literature to show children how people lived and why they moved from their places. I will
encourage children to think about how people would feel with they are forced to leave their homes
and properties. I will provide them with real life situation and ask them to say how they would feel if
they are forced to do so. Some of the activities I will implement in my class are role playing, reading,
videos, field trips, ect.
Article: “Learning language and learning History”by Mary Schleppegrell.
This article explains the importance of using grade-level content to teach History to ELLs. The authors point out that
since “History is primarily construed through language; and for ELLs learn the content, they need to learn strategies
to decode the language embedded in the textbooks. Teachers are encouraged to use grade-level instructional
materials with ELLs to make their learning less difficult. Some of the activities and strategies recommended for
educators help ELLs to read and write in the content areas are:
• Conducting Pre-reading: setting purpose for reading by asking key questions, previewing the text, chapter,
• Have students skim and take notes
• Implementing scaffolding strategies
• Teach students functional analysis of text
• Decoding unfamiliar words/texts
• Using cloze passages to add the missing information
The functional analysis will allow ELLS to understand content by understanding form and meanings are presented
in the history textbooks. According to the authors students need to learn what signals the 5 W’s ( what, when ,
who,…) to improve their reading skills. The following strategy is follow to develop a functional language analysis:
1- Identifying the different kinds of verbs used in writing
2- Kinds of power relations between participants in the events
3- Presentation of points of view
4- Organization of texts.
Steps:
a) Identify the kind of information provided by categorizing verbs into action verbs, saying verbs (expressed,
said,.. feelings, verbs, relating verbs( is , have).
b) Learn meaning of the verbs and categorize them: (action, relating, thinking, feeling and thinking and
saying). Students need to use dictionaries for this task.
c) Encourage students to discuss questions using the 5 W’s
* Action verbs help to describe events.
*relating verbs provide background information or descriptions.
d) Identify participants. This is provided by the nous included in the events.
As a bilingual educator I consider these strategies very useful to teach academic content. I will use it to help students
comprehend the material when necessary. These strategies can be applied to any content area besides History. I
agree that teachers need always use grade-level materials to avoid ELLs fall behind the rest of the proficient English
language speakers.
Article: “Ciclos Tematicos by katiuska Salmon
Este artículo esta relacionado a los ciclos tematicos. Los define como unidades de estudio
centradas en el estudiante como protagonistas activos principales del proceso ensenanza-
aprendizaje. Estan basado en el aprendizaje significativo y cooperativo donde los ninos aprenden
de acuerdo a sus intereses y estilos diferentes de aprendizaje. En este enfoque el maestro tiene el
role de guía y observador del desarrollo del estudiante. Este enfoque resalta la importancia del
juego y el uso del lenguaje como herramientas esenciales para aprender. La autora explica que
los ciclos tematicos promueven pensamiento critico y exploracion del medio para buscar
respuestas a las preguntas de los estudiantes. Reconoce que los ninos parten de experiencias
previas para construir nuevos conocimientos. Estos utilizan el lenguaje, la escritura, lectura y
demas areas del saber como vehiculos para aprender cosas del mundo. La autora enfatiza la
importancia del maestro como observador de las necesidades de aprendizaje del niño y guía para
proveer demostraciones de las funciones del lenguaje y otros sistemas necesarios para el
aprendizaje. Puntualiza ademas el factor social como elemento esencial en el desarrollo del
lenguaje. La valoracion individual y la motivacion son reconocidos como factores basicos de una
educacion efectiva basadas en los ciclos tematicos. Estos promueven que los ninos se apropien
de su aprendizaje y exploren su medio social y natural.
Como educadora considero de gran importancia la implemetacion de los ciclos tematicos como
ejes del aprendizaje. El aprendizaje significativo y cooperativo es una clave para que los ninos se
interecen y construyan su propio conocimiento. El ambiente de aprendizaje es de gran
importancia, ya que este determina la actitud de los ninos hacia la ensenanza, y en consecuencia
en el rendimiento.
Les son Plans
For the next five hours of fieldwork you will have to develop a thematic unit following the scope and sequence and the common core learning standards:
1. Explaining why you chose the grade and themes.
2. Then you will have to teach the lesson to a group of students or whole class and write a reflection for each lesson.
Thema t i c Uni t : Diversity and Identity
This thematic unit includes topics related to cultural and physical differences, nationalities, families and uniqueness. The objective of this unit is to help children develop appreciation for their cultures, talents, heritage and their individual differences that make them unique. It also addressed topics related to mutual respect and appreciation for other’s culture and physical differences. Children will be exposed to different meaningful experiences related to their own lives. I chose this topic because the population of students that I will teach belongs to different cultural backgrounds, and I consider these topics extremely relevant to their lives. The lessons included in this unit are: We All are Unique, Different People Share Different Cultures, Extraordinary Friends, Different families, and I Love My Hair.
Unit Topic: Diversity & Identity Lesson I: We All Are Unique
Lesson Plan: We All Are Unique Teacher: Grade: Kindergarten Common Core Standards Addressed: Reading:
• K.1-‐With prompting and support, students will ask and answer questions about details in a text.
• K.3 – With prompting and support, identify character, settings and major events in a story
• K.9-‐ With prompting and support, students will make cultural connection to texts and self
• K-‐ with prompting and support describe the connection between two individuals, events, ideas or piece of information I a text
Language: • K5.c Identify real life connections between words and their use • K.6 – Use words and phrases acquired in conversations, reading and being
read to, and responding to texts Listening and Speaking
• Describe familiar people, places, things and events and with prompting and support provide additional details
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small or large groups
Social Studies Common Core: k.2.a Each person is unique but also shares common characteristics with other family, school and community members
k.1.a A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills.
S.S. Scope and Sequence: Identity and Diversity:
• People are diverse 1.1a • People are unique 3.1d
Unit Goals:
• At the end of the unit students will be able to identify some ways how people are different from each other and what things they have in common
• Students will recognize and show appreciation for individual differences Content Learning Objectives:
• The students will be able to identify and appreciate physical characteristics that differentiate one from another
Language Learning Objectives:
• Children will be able use the vocabulary learned in the lesson to orally describe what characteristics make them unique
Learning Intentions: Children will identify and develop appreciation for individual differences Technology: computer, Smart-‐board
Students will engage in:
¨ Independent practice ¨ Small group work ¨ Project work ¨ Other:________________ ¨
Partner work Whole group Centers _______________
Time What the Teacher will do… Vocabulary Materials __10_ min
Motivation (Review/Connections to Prior Knowledge): This first lesson of the unit is designed to teach about physical characteristics. Since God made us each unique, no two people look
Shade, hue, tint, tone, cocoa, tan, almond
Chart paper, pencils mirrors, Venn diagram, labeled picture of different types of
the same.
I will introduce the lesson playing the game “Mirror, mirror, what do I see?” we will make a circle and each child will take a turn to see the mirror and say what he/she sees.
I will explain to children that each person has different physical characteristics (i.e. blond hair, brown eyes, tall, short, etc.). Then ask t two students to stand up in front of the class and ask what is “different” about these students. Student responses will vary. Write students responses on a pre-‐made Venn diagram. Questions – What is the same in these children? What is different? Assessment – I will assess children’s understanding /learning through their responses and engagement in the conversation/activity
“Have you ever”
eyes, hair, skin, hair, nose, mouth Book: Shades of People” by
_15__ min
Procedure/Mini-‐lesson: I will have children look at the cover of the book “Shades of People” I will ask: What do you think this book is going to be about? Why? Then, I will start reading the book. While reading the book, I will ask children questions about the pictures they see and will guide them to make connections. Questions to ask: what do these children have that is the same/different? Differentiation – I will do a book walk to help ELL have an idea of what the book will be bout and help them make connections before starting reading. While reading the book I will write the new vocabulary found in the book and will draw or post pictures that represent each word or idea. Assessment – I will assess children’s understanding and learning through their participation and responses.
_10_ min Guided Practice: With teacher’s support, the children will work with a chart paper to trace their bodies. They will use mirrors to see their faces while drawing. They will add eyes, nose, ears mouth and hair to their drawings.
_10_ min Practice (Independent/Group): The children will label their body: “This is me”___ Inside they will draw/write or paste pictures of things that make them unique such as preferences, special talent, etc. They will complete a graphic organizer to show the things that make them unique: e.g.:I have—I can—I like—I am-‐-‐-‐
_15min Closure/Summary/Sharing: I will end the lesson by reviewing with children key concepts and ideas learned during the lesson. I will ask them to present their works and share something they like the most from the lesson. Children will show and talk about their graphic organizers and drawings.
Homework Assigned/Extension Activities I ask children to say one characteristic that make them unique, then we will sing the following song with them and will be adding other characteristics such as sing, talk, jump, plays, voice, tc. Tune: London Bridge No one else has a smile like mine, Smile like mine, smile like mine No one else has a smile like mine
Unit Topic: Diversity Lesson II: Different people Share Same Things
Lesson Plan: Different people Share Same Things Teacher: Grade: Kindergarten Common Core Standards Addressed: Reading:
• K.1-‐With prompting and support, students will ask and answer questions about details in a text.
• K.3 – With prompting and support, identify character, settings and major events in a story
• K.9-‐ With prompting and support, students will make cultural connection to texts and self
• K-‐ with prompting and support describe the connection between two individuals, events, ideas or piece of information I a text
Language: • K5.c Identify real life connections between words and their
use • K.6 – Use words and phrases acquired in conversations,
reading and being read to, and responding to texts Listening and Speaking
• Describe familiar people, places, things and events and with prompting and support provide additional details
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small or large groups
Social Studies Common Core: k.2.a Each person is unique but also shares common characteristics with other family, school and community members
k.1.a A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills.
S.S. Scope and Sequence: Identity and Diversity:
• All people share common characteristics 3.1 d • People are diverse 1.1a
Unit Goals:
• At the end of the unit students will be able to identify some ways how people are different from each other and what things they have in common
• Students will recognize and show appreciation for individual differences
Content Learning Objectives: Students will be able to identify similarities they have with their classmates and with others although there are apparent differences. Language Learning Objectives:
Students will engage in: ¨ Independent practice ¨ Small group work ¨ Project work ¨ Other:________________ ¨
Partner work Whole group Centers _______________
• Children will be able to orally explain how they are different from other children and what things they have in common
Learning Intentions: Children will identify and develop appreciation for individual differences Technology: computer, smart board, projector. Time What the Teacher will do… Vocabulary Materials 10m Motivation (Review/Connections to Prior Knowledge): I will present the class with a brown egg and a white egg in bowls. Allow the class to touch the egg and feel the weight and texture of the egg. Allow for plenty of exploration time with the two eggs. Student responses can be written on a dry erase board. When the class has observed the eggs ask them what they think the eggs will look like on the inside. Crack the eggs open into the bowls and explain to the students that, “even though the eggs look different on the outside they are the same as you and me”. Further explanation of how people are the same can follow this. Questions: How do you think the egg will look like inside? At the end, have the students dictate responses to the question, “What did you think the different colored eggs look like on the inside before we broke them open?” What did we learn after we broke the egg?
Joy, grown, wherever, whoever, Wides, lands, “just like”, remember, hut, heart,
markers, tape scaffold vocabulary sheet, Graded white egg,Graded brown egg and Two bowls, scavenger hunter worksheet, children’s body drawings, labeled pictures, book “Whoever You are” by Mem Fox, Venn diagram, chart paper, markers, construction paper, glue, tape
Link: http://www.youtube.com/watch?v=cA0Gl_wjgRQ&feature=em-‐share_video_user
15min Procedure/Mini-‐lesson: I will present the book “Whoever You are” by Mem Fox. I will have the children make predictions based on the front cover illustration. I will ask: Who is the man in the blue hat? Who are the children he’s carrying? After, I will take a brief picture walk with them and ask what kind of children they see, who looks like them, where they live, and so on. Before starting the reading I will say: “as we read today, I want you think about what makes all these children different and what makes them the same.” While I read, in order to monitor comprehension I will ask: who do you think the man in the blue hat is? To whom is he talking? What kind of houses do these children live in? Why do think the little boy is crying? What does “love is the same” means. As they respond to these questions, I will redirect answers and restate the purpose of the lesson by asking children to think about how different they all are and what makes them the same. I will write the answers on a graphic organizer posted on the board. Questions: What makes these children different/the same? How a child from China will feel if he hurts finger or toe? How about you? Differentiation: *The oral presentation will be accompanied by visuals and key points will be summarized throughout the
lesson visually as well as orally. I will use labeled pictures to support comprehension of new concepts introduced. I will do a picture walk before reading the book. *Provide ample “waiting time” for students who may have difficulty answering questions or sharing their thoughts. *Students there is any student who is identified as having a physical, auditory, or visual impairment may need special seating arrangements during the lesson to a location in the classroom that is most conducive for their learning. Also, I will provide proper lighting, equipment, supports and materials that are needed. * I will use a graphic organizer (Venn diagram) to show information to students in a meaningful way so that they can more easily understand the concept of two people/groups having both differences and similarities. Assessment – I will assess children’s understanding /learning through their responses and engagement in the conversation/activity 10MIN-‐Guided Practice: With support, children will use a scavenger hunt worksheet and work with a partner. They will interview each other to find out what things they have in common. Then, they will go to another partner to do the same thing until they complete the sheet with their names Differentiation – Support EELs, I will use labeled pictures to accompany the worksheet. Assessment – I will assess children’s understanding and learning through their participation and responses.
10 MIN Practice (Independent/Group): With support, students will work with the drawings of the body from a previous lesson. They will select the partner that shares more (same) things with them. Inside the pictures of the body they will draw, write or paste picture of the things that they have in common to other children in the classroom. For doing this they will use information from the scavenger hunter worksheet.
5 MIN-‐Closure/Summary/Sharing: I will end the lesson by reviewing with children key concepts and ideas learned during the lesson. I will ask them to present their works and share something they like the most from the lesson. I will ask children to answer to these questions: Questions: How are you similar to and different than your classmates? What do you think would happen if everyone were exactly the same? Assessment – I will assess children’s understanding and learning through their participation and responses to these questions.
Homework Assigned/Extension Activities Children will complete a pre-‐designed Venn Diagram in which they will draw, paste pictures or write characteristics they have in common to and different from a family members or friends.
Unit Topic: Diversity and Identity Lesson III: I Love My Hair”
Lesson Plan: We All Are Unique part 2 Teacher: Grade: Kindergarten Common Core Standards Addressed: Reading:
• K.1-‐With prompting and support, students will ask and answer questions about details in a text.
• K.3 – With prompting and support, identify character, settings and major events in a story
• K.9-‐ With prompting and support, students will make cultural connection to texts and self
• K-‐ with prompting and support describe the connection between two individuals, events, ideas or piece of information I a text
Language: • K5.c Identify real life connections between words and their use • K.6 – Use words and phrases acquired in conversations, reading and being
read to, and responding to texts Listening and Speaking
• Describe familiar people, places, things and events and with prompting and support provide additional details
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small or large groups
Social Studies Common Core: k.2.a Each person is unique but also shares common characteristics with other family, school and community members
K.1.a A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills.
S.S. Scope and Sequence: Identity and Diversity:
• People are diverse 1.1a • People are unique 3.1d
Unit Goals: • At the end of the unit students will be able to identify some ways how
people are different from each other and what things they have in common
• Students will recognize and show appreciation for individual differences Content Learning Objectives:
• The students will be able to identify and appreciate physical characteristics that differentiate one from another
Language Learning Objectives:
• Children will be able use the vocabulary learned in the lesson to orally describe what characteristics make them unique
Learning Intentions: Children will identify and develop appreciation for individual differences and talents that make them unique. Technology: computer, Smart-‐board, online book: “I Love my Hair “, Internet connection,
Students will engage in:
¨ Independent practice ¨ Small group work ¨ Project work ¨ Other:________________ ¨
Partner work Whole group Centers _______________
Time What the Teacher will do… Vocabulary Materials __10_ min
Motivation (Review/Connections to Prior Knowledge): This 2nd lesson of the unit is designed to teach about physical characteristics.
I will introduce the lesson showing pictures of children from different cultures (on the smart board). I will ask children about what they see and how these children are alike and different.
I will write their responses on the board with pictures (e.g. if they say different eyes color, I will write the word eyes and port a picture of eyes).
I will ask children to recall from previous lesson characteristics that make each person has different from each other: (i.e. blond hair, brown eyes, tall, short, etc.). Then, I will tell children that today we will learn how a girl learn to love and used her unique hair style to have fun. Questions – What is the same in these children? What is different? Assessment – I will assess children’s understanding /learning through their responses and engagement in the conversation/activities.
Comb Afro Style Hairstyle Braid Bun Ponytail Shape up
Construction paper, gluesticks, magazines, newspapers, scissors, pictures, Online book: I Love My Hair by Natasha Tarpley
_15__ min
Procedure/Mini-‐lesson: I will have children look at the cover of book “I Love my Hair” and I will ask: What is happening in this picture? What is the woman doing to the child? I will show another picture where the child is crying and will ask: why do you think the child is crying? Then, I will start playing the online book. I will stop after each page to ask questions to the children about the pictures in the book. Then, I will start reading the book. While reading the book, I will ask children questions about the pictures they see and will guide them to make connections. Differentiation The online version will provide an effective visual support. In addition I will repeat information and write key points on the board as we discuss the reading. While reading the story, I will write the new vocabulary found in the and draw or post pictures that represent each word or idea. Assessment – I will assess children’s understanding and learning through their participation and responses.
_10_ min Guided Practice: With teacher’s support, the children will make a collage using pictures from magazines or newspapers to show different hair styles. I will make a list of different hairstyle on the board.
_10_ min Practice (Independent/Group): The children draw a self-‐portrait showing their favorite hairstyle. They will label their pictures and will write why this is the favorite hairstyle.
_15min Closure/Summary/Sharing: I will end the lesson by reviewing with children key concepts and ideas learned during the lesson. I will ask them to present their works and share something they like the most from the lesson.
Unit Topic: Diversity Lesson IV: Extraordinary Friends
Children will show and talk about their portrait and hair styles.
Homework Assigned/Extension Activities I will ask children to draw pictures of a classmate with different hair style and to say one thing why this is a great hairstyle. I will post their work on a display board labeled as “ Our favorite hairstyle.”
Lesson Plan: We All Are Unique Teacher: Grade: Kindergarten Common Core Standards Addressed: Reading:
• K.1-‐With prompting and support, students will ask and answer questions about details in a text.
• K.3 – With prompting and support, identify character, settings and major events in a story
• K.9-‐ With prompting and support, students will make cultural connection to texts and self
• K-‐ with prompting and support describe the connection between two individuals, events, ideas or piece of information I a text
Language: • K5.c Identify real life connections between words and
their use • K.6 – Use words and phrases acquired in conversations,
reading and being read to, and responding to texts Listening and Speaking
• Describe familiar people, places, things and events and with prompting and support provide additional details
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small or large groups
Social Studies Common Core: k.2.a Each person is unique but also shares common characteristics with other family, school and community members
k.1.a A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills.
S.S. Scope and Sequence: Identity and Diversity:
• People are diverse 1.1a • People are unique 3.1d • All People share common characteristics
Unit Goals:
• At the end of the unit students will be able to identify some ways how people are different from each other and what things they have in common
• Students will recognize and show appreciation for individual differences
Students will engage in: ¨ Independent practice ¨ Small group work ¨ Project work ¨ Other: ________________ ¨
Partner work Whole group Centers _______________
Content Learning Objectives:
• Students will be able to identify people with disabilities and show respect and appreciation for their capabilities and talents
• Students will recognize that although people have physical differences, they still share common characteristics
Language Learning Objectives: • Children will be able use the vocabulary learned in
the lesson to orally explain
Learning Intentions: The children will be able to recognize differences and similarities in people's appearances and abilities. The children will each assume the role of a person with a disability while participating in a cooperative activity. Technology: computer, Smart-‐board Time What the Teacher will do… Vocabulary Materials __10_ min
Motivation (Review/Connections to Prior Knowledge): Questions – I will start the lesson by show the class a bowl of different kinds of fruit (apple, banana, grapes, and an orange.). I will ask the students what is different and what is similar about the fruits. I will put their responses on the fruit chart to show the categories that are different (size, shape, color) and the same (taste, type of food) about the fruits.2) Ask the students to think of something that is different about everyone in the class (example: all live in different houses) and something that is similar (all go to the same school). Assessment – I will assess children’s understanding /learning through their responses and engagement in the conversation/activity
Venn diagram, labeled picture, book, A Rainbow of Friends,
Wheelchair, blindfold
_15__ min
Procedure/Mini-‐lesson: Show the children the cover of the book and ask them to tell you about the children that are illustrated. If the child in the wheelchair is not mentioned by one of the children, bring it to their attention. Ask the children if they know anyone with a disability. Make a KWL chart to see what they know about physical differences, what they want to find out, and what they learned during the lesson.
Then, read the book, A Rainbow of Friends, as a springboard into the lesson. Revisit the book to review the pictures.
Ask the children, "Why do you think this book is called "A Rainbow of Friends?" Children's responses should include that the children have different colors of skin, hair, eyes, and clothes.
1. Show the page where the boy is in the wheel chair playing ball. What is different on this page?
(The boy is in a wheelchair.) What is the same about these children? (They are all working and playing together.). Continue reading and show the page in the book where a blind boy with a Seeing Eye dog is being welcomed by a friend. Then:
1. Tell the children they are going to participate in an activity with a partner to experience what it feels like when you can't see and you need to depend on someone else to guide you.
2. Blindfold one of the children and have a partner lead him safely around the room. Give each child a turn.
1. Have the children sit in the circle area. Explain the similarity between the role they played as a guide to the blindfolded child and the role a Seeing Eye dog plays.
Differentiation – While reading the book I will write the new vocabulary found in the book and will draw or post pictures that represent each word or idea. A graphic organizer will be provided.
Assessment – I will assess children’s understanding and learning through their participation and responses.
_10_ min Guided Practice: We are going to play a game of ball like the children in the book. We are also going to see what it feels like to play ball while in a wheelchair.
Divide the children in to two teams. Tell the children the rules for the game. They will follow these rules:.
• You may hit the ball out of a child's hands, but you may not hit or push the child.
• Only one child from each team may be within the two feet perimeter of the can at a time.
• The children will take turns sitting in the wheelchair to play the game. Once a basket is scored, a different child sits in the chair.
• The first team to score three balls in the can wins.
Then, have the children sit in the circle area after the game to discuss the game and to complete the KWL chart.
Questions? "What do you think about this game? How did it feel to play the game in a wheelchair?
_10_ min Practice (Independent/Group): With teacher’s support, the children will work with a graphic organizer (Venn diagram) with a picture of a child with disability. They will draw, paste a picture or write things they and the child with disability share that are the same.
_15min Closure/Summary/Sharing: I will end the lesson by reviewing with children key concepts and ideas learned during the lesson. I will ask them to present their works and share something they like the most from the lesson. Children will show and talk about their graphic organizers and drawings.
Homework Assigned/Extension Activities I will plan a day when students with disabilities from another class or school will get together with the class for a recreational activity such as an outdoor picnic and some games. The teachers of both classes will pair students to be buddies for the day or put them into groups so that students can get a chance to interact and get to know each other as well as to play together and develop a relationship. In this way, students will experience firsthand the similarities they have with others despite differences: particularly disabilities and how they can still enjoy spending time with each other.
Unit Topic: Diversity & Identity Lesson V: Different Families
Lesson Plan: We All Are Unique Teacher: Grade: Kindergarten Common Core Standards Addressed: Reading:
• K.1-‐With prompting and support, students will ask and answer questions about details in a text.
• K.3 – With prompting and support, identify character, settings and major events in a story
• K.9-‐ With prompting and support, students will make cultural connection to texts and self
• K-‐ with prompting and support describe the connection between two individuals, events, ideas or piece of information I a text
Language: • K5.c Identify real life connections between words and
their use • K.6 – Use words and phrases acquired in conversations,
Students will engage in: ¨ Independent practice ¨ Small group work ¨ Project work ¨ Other: ________________ ¨
Partner work Whole group Centers _______________
reading and being read to, and responding to texts Listening and Speaking
• Describe familiar people, places, things and events and with prompting and support provide additional details
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small or large groups
Social Studies Common Core: k.2.a Each person is unique but also shares common characteristics with other family, school and community members
* 1.2a families exist in many different forms and structures in all communities and societies S.S. Scope and Sequence: Identity and Diversity:
• People are diverse 1.1a • People are unique 3.1d • All People share common characteristics
Families are diverse 2.1c There are many different kinds of family structures 3.1a, 3.1d*Families can be found in communities around the world 2.1c Unit Goals:
• At the end of the unit students will be able to identify some ways how families are different from each other and what things they have in common
• Students will recognize and show appreciation for culturaland individual differences
Content Learning Objectives:
Students will be able to: • make connections to different types of families in the classroom • create a “School Family Tree” that builds on the diversity of the students in the classroom
Language Learning Objectives: • Children will be able use the vocabulary learned in
the lesson to orally explain how people from other cultures are alike and different.
Learning Intentions: The children will be able to recognize differences and similarities in people's appearances and abilities. Technology: computer, Smart-‐board Time What the Teacher will do… Vocabulary Materials __10_ min
Motivation (Review/Connections to Prior Knowledge): Questions – I will start the lesson by showing the class pictures of different families. I will ask the students what is different and what is similar about them. I will write their responses on the board. 2) Ask the students to share about their family structure (members) and what activities they like to do with them. Assessment – I will assess children’s understanding /learning through their responses and engagement in the conversation/activity
Everyone, everywhere, “one another”, together, celebrate, aunts, uncle, brothers, sister, grandparents adopted, stepparents,
Book Families by Ann Morris
_15__ min
Procedure/Mini-‐lesson: Show the children the cover of the book and ask them to tell you about the children that are illustrated. I will ask them to identify where they think this family is from and why. I will write their responses on the board.
Then, read the book, Families. As I go page by page I will ask children to identify where the families are from and who are the members of each family presented in the book. I will ask them which of these families look like theirs. I will identify key words and write them on the board. I will explain with simple examples each new concept introduced.
Differentiation – While reading the book I will write the new vocabulary found in the book and will draw or post pictures that represent each word or idea. Assessment – I will assess children’s understanding and learning through their participation and responses.
Guided Practice:
I will ask children to tell words/phrases to describe the word family. I will write their answers in a web graphic organizer. They will complete a graphic organizer with this information. Independent Practice: After, I will provide a worksheet with a tree for children to write the names of their family members and phrases from the board in each part of the tree. Closure: Children will present their trees to the class during circle activity at the end of the lesson. They will share about their family members and what things they like and do.
Extension
Children will bring pictures of their families and will be posted on the display board. They will learn the song about “la familia” in Spanish.
Assessment.\differentiated assessment:
Children learning will be assessed through their engagement, participation and presentation of their projects. There will be oral assessment and Witten assessment where children will identify by pointing, labeling or saying the name of the family members requested.
Reflection on the lesson: My Lesson was about different families and cultures around the world. This lesson was very important
for my class because there are children from different nationalities. I chose this topic because I consider
it’s very important for children to learn about their cultures and to develop appreciation other’s cultures
too. My objective with this lesson was for children to learn more about their family cultures and to and
develop pride for their identity and heritage.
Throughout the lesson the children were able to identify features of the different cultures presented.
They have a lot of prior knowledge and this helped me introduce new concepts. The children were able
to identify people, music, clothes, and pictures related to Mexican, Dominican, Chinese and African
cultures. We analyzed different aspects of each culture and made a Venn diagram to compare and
contrast cultures. The children were grouped and chose a culture to compare and contrast. They drew
pictures and wrote words related to the culture represented. At the end of the lesson they were able to
present their diagram and explain the similarities and difference between the cultures chosen. During
the independent work, they had to draw a picture representing their own culture and write sentences
saying what things from their culture they like the best. This was a great lesson were all children were
very engaged and enjoyed learning about their own cultures. They were able to recognize and show
appreciation for special features from different cultures.
Resear ch On His t o r i ca l Si t e s
For the remaining 2 hrs you will have to do a research on historical sites, museums, centers, etc. Then
visit a place in the school community or community at large: Possible Places; Museum of Natural
History, Transit Museum, Native American Museum, Van Courtland House or any point of interest in the
neighborhood, the community, the city. Then plan an integration of lessons and field experience to
enhance social studies concepts.
Integra t i on o f Le s s on s and f i e l d Exper i enc e
Point of interest in the city:
Transit Museum and Intrepid Museum
Trans i t Museum and Intr e p i d Museum
Social Studies Content: Important Places and Buildings
Topics that can be integrated:
• Transportation today and long time ago • How changes in transportation impacts people’s life • Different modes of transportation
• How the different modes of transportation work • Which mode of transportation to use in specific situations
Common Core Standards:
• Local, state, and national landmarks are places of cultural and historic significance • A variety of historical sources exist to inform people about life in the past, including
artifacts, letters, maps, photographs and newspapers 1.9a • Historical sources allow students to make comparison between the past and the present
1.9c Scope and Sequence Content:
• There are important places in communities (monuments, parks, Public buildings, and places) 1.1a, 3.1c
• Changes in communities can be observed and recorded 1.4c, 2.2b • Special places/buildings in a community can reveal the community’s history 3.2a
B ackground I n f o rma t i on : I n t r e p i d M useum
New York City’s Intrepid Sea, Air & Space Museum Complex is a dynamic, interactive and educational journey for all ages. The museum’s mission is to honor our heroes, educate the public and inspire our youth. The Intrepid Sea, Air & Space Museum is the only museum where visitors can experience a legendary aircraft carrier, the first space shuttle, the world’s fastest jets, and a Cold War-‐era submarine. Welcoming more than one million visitors a year, the Museum is using history and technology to inspire and advance innovation by developing the next generation of leaders in science, technology, engineering, and math. The Museum was founded in 1982 with the acquisition of the USS Intrepid aircraft carrier, now a National Historic Landmark, which served tours of duty in World War II and Vietnam, and was the recovery vessel for the Gemini and Mercury space missions. As a showcase for sea, air and space innovation—and the stories of human triumph that they represent—the Museum Complex also includes: • Space Shuttle Pavilion: The home of Enterprise, the world’s first space shuttle, and a shining example of American
ingenuity • USS Growler: The world’s oldest existing nuclear missile-‐carrying submarine and the only American diesel-‐
powered strategic missile submarine open to the public • British Airways Concorde: The fastest commercial aircraft to ever cross the Atlantic Ocean
• 27 authentically-‐restored aircraft: Includes the Lockheed A-‐12 Blackbird, the world’s fastest military jet and spy plane; propeller-‐driven planes that flew in World War II; jets that flew in Vietnam; and helicopters that recovered NASA astronauts
• An 18,000-‐square-‐foot education center • Pier 86, a publicly-‐accessible pier that is part of the Hudson River Park Trust Intrepid fulfills its mission to honor our heroes, educate the public, and inspire our youth by engaging visitors of all ages and connecting them to history through hands-‐on exploration while bridging the future by inspiring innovation. (source: http://www.intrepidmuseum.org/About-‐Us/About-‐The-‐Museum.aspx)
Transit Museum: The New York Transit Museum, one of the city's leading cultural institutions is the largest museum in
the United States devoted to urban public transportation history, and one of the premier institutions of
its kind in the world. The Museum explores the development of the greater New York Metropolitan
region through the presentations of exhibitions, tours, educational programs, and workshops dealing
with the cultural, social, and technological history of public transportation. Since it's inception over a
quarter century ago, the Museum, housed in a historic 1936 IND subway station in Brooklyn Heights, has
grown in scope and popularity. As custodian and interpreter of the region's extensive public
transportation networks, the Museum strives to share, through its public programs, this rich and vibrant
history with local, regional, and international audiences.
(Source: http://www.mta.info/mta/museum/)
Les son Int egra t i on : One of the many ways of how these two places can be integrated is to teach children how people
used transportation long time ago and how it has change over time. Also, we can analyze with
children the difference between different modes of transportation shown in both museums
(airplane, ship, buses, trains, etc.) and make graphic organizers to compare and contrast the
different types of transportations before and after. Also, to indicate which mode of transportation
should be used in specific situations and to analyze how people lived during these times.
Children will have the opportunity to go inside each of these modes of transportation and
appreciate the difference among them, learn how they work, what is the fastest, name of the main
parts of each, etc.
Exten s i on Act i v i t i e s :
As an extension in the classroom children can analyze different types of transportation in different places
and can design 3D models using different materials as they are able. At the end of the lesson, they can
have an exhibition or fair to present their projects.
P oin t s o f in t e r e s t in t h e c ommun i t y : Local Bank and Supermarket
Social Studies Content: Economics
Topics that can be integrated:
• Saving • Use of money • Cost • Bank • Decision making • Products • Family collaboration • Expenses
• Budge
Common core Standards: • People Make decision about the money they earn 1.13d • People and families work to earn money to purchase goods and services they need or
want 1.13c • Families and communities must make choices due to unlimited needs and wants and
scarce resources and these choices involve costs
Scope and Sequence Content: Community and Economics • People in communities work to earn money to provide for their needs 4.1a, 4.1c, 4.2 • People make decision about money 4.1a, 4.1b, 4.1c
Integration: I will schedule a field trip to a supermarket and to a local bank. These two places will be
integrated by developing sequential lessons to teach children about the importance of making
smart decisions when using money to satisfy the needs of the family. I will emphasize how
saving money can impact the family’s budget, where in the community family can keep their
money saved, and what people can do to save money. In order to integrate the supermarket, I will
explain to children the importance of making smart choices when buying food and how to avoid
unnecessary waste of money. I will explore with children the choices they have available in the
supermarket, how to select healthy and inexpensive goods.
Proj e c t s
• Field Work
• Social Studies Assignment: Children’s Literature Bibliography (10
points)
• Website Critic
• Research in Historical Sites: Integration of Lessons and field
Experience:
• Point of interest in the city:
• Individual Presentation ( In -Class)
Par t 1.
Read the McNair article and Boys and Books by McFann prior to your visit at the either the public library, the Lehman library or your school library in the children’s section. Investigate what kind of social studies literature is available in
English and Spanish. Write a 2- 3 page introduction explaining your findings and what these mean for you as a future
bilingual social studies teacher. Include the location of the library, and the characteristics of the community in which it
is located. Be as creative as you want. Must cite articles to support the investigation and findings.
Art i c l e Rev i ew and Re f l e c t i on
Titles: Boys and Books by Jane McFann and Representation of Authors and Illustrators of Color in School-Based Book Clubs
Jane McFann, in her article Boys and Books, presents the struggles faced by teachers to
encourage boys to read. According to this article, when compared to girls, boys are less
interested for reading and usually lag behind them academically ( McFann, 20). As noted by the
author, research on gender and literacy reveal that compared to girls boys read less, take longer
to learn to read, value less reading as an activity and tend to have more difficulty when dealing
with narrative and expository texts than girls. McFann confirms that according to a national
survey conducted to boys, 39% of them considered reading as a boring or no fun practice. (
McFann, 20).
In addition, some book writers point out that the main reasons for this lack of motivation is
the shortage of male readers role models in the boys’ life, deficit on the amount of books with
topics related to boys’ interests in the libraries, and the misrepresentation of male writers and
male teachers in the educational system. She also claims that more “males are needed as role
models for reading.” ( McFann, 21). She states the importance of male role models within family
members to encourage boys to value reading as a mean of entertainment and knowledge
acquisition.
This article also highlights some effective strategies suggested by the Massey Magazine to
encourage boys to read such as clear structured instruction, short burst of intense work, specific
goals, praise, had-on learning, and use of humor. They also encourage educator to organize boys’
readers clubs as a motivating practice for young readers. In addition, is recommended to teachers
to provide boys with a variety of materials that might be of their interest such as magazines,
informational texts, newspaper articles, graphic novels, comic books, books about hobbies,
sports, and things they might do or be interested in doing( McFann, 21). It’s also important when
selecting reading materials for children, to offer a variety of literature that represents their
diverse cultural and linguistic background in which boys, in this case, feel more identified with.
In the same direction, Jonda C. McNair in her article The Representation of Authors and
Illustrators of Color in School-Based Book Clubs recognizes the importance of providing
children with literature in which “they can find themselves and people like them in the books
they read and have read to them.”
On the other side, McNair states that Scholastic Book Club excludes African American
writers and Illustrators from their book order list, which implies a selective tradition within their
book clubs. This author points out that since this book clubs have a great impact on the libraries,
classrooms and homes, it’s crucial for educators to make sure that young children are exposed to
reading materials that help them “develop a positive and healthy sense of racial identity.”
According to this article, this selective tradition reveals that racism is still alive in our society
and even more; “many Americans perceive it as natural and ordinary instead of abnormal or
deviant”(McNair,195). As McNair points out, “this exclusion is present in children literature by
either omitting African American people completely or stereotyping them and their culture”
(McNair,195). McNair notes also that there is a substantial misrepresentation of Latin American,
Native American and Asian American writers and illustrators in their selections too
(McNair,197). The author concludes that in order to practice equity in our society, there should
be a proportionate representation of number of books written and illustrated by people of color.
After reading these two articles, as an educator I have assumed the responsibility to provide
my students with meaningful resources taking into account their cultural background, language,
gender, interests, individual differences, social-emotional and learning needs. I understand that
children learn important information since they are very young, and literature plays and
important role in the acquisition of this knowledge. After conducting a research in a local public
library to confirm the information provided by the authors, I could confirm some of the facts
presented in both articles. I conducted a fieldwork on Saturday afternoon and visited Mott Haven
Library, located in the South Bronx. This library is at the center of a community of African
Americans, Mexican, Puerto Rican, Dominican and Central American families. When I entered
the library there was a group of about ten adults reading in the quiet reading area in the first
floor, while some young adults were at the computer lab station. When I went up to the second
floor, I noticed that there was only a group of three students (ages between 10-14) working on a
common table. There were no parents or instructors working with children or adults. When I
asked for the Social Studies area, they showed me several sets of books organized in 4
consecutive bookshelves. I realized that the books were not organized by topics, but there were
many sets of encyclopedias and other books related to famous African Americans. Also, I saw a
couple of books related to Latin Americans, Native Americans and Asian Americans. In
addition, I could appreciate a great variety of children books in Spanish, which reveal an interest
for providing these children with resources in their native language. Although there was material
available for each culture, there’s still a substantial difference on the amount of resources
available from each culture in comparison with the predominant literature from European
American authors. Regarding to boys’ literature, I saw several comic books and action books,
science fiction books and stories related to boys and topics of their interests. Since the
predominant population around Mott Haven library, is from African American background, I
could perceive that administrators are working to obtain the resources these children need.
However, I understand that in order to help these children becoming good readers, parental
involvement is crucial.
Some of the books I found interesting in this library are the following: El Vecindario de
Quinito by Ina Campiano, El Viaje en Tren by June Crebbin, Black-Stars book collection of
Famous African American, Asian American, Jewish American and Hispanic American, Journey
Around New York from A to Z by Martha and Heather Zscheck, Native American Tribes,
Pandemonium by Chris Wooding, The Ashly Brian Collection of African American Tales and
For Ever Friends by Caring Berger.
As a bilingual educator, I will use the library as a resource for obtaining books that best match
my students’ culture and preferences. I will expose my children to different types of literatures to
enrich my teaching and their learning. I will encourage parents to visit the library with their
children to choose books they can read with them, either in their native language or in the second
language. I will inform parents the importance of reading with and to their children, and how to
make good choice of reading materials that help them develop positive attitude and appreciation
for their culture and the others’.
Part 2. Book Summary guidelines
You are required to choose 10 children’s book in Spanish and English that you intend to use in your classroom. For each of children’s books you have to follow the is format
§ Title
§ Author § Publishing company § Age range for which the book is appropriate § Summary regarding the main idea § Explain why you have chosen the book § How you intend to use it in the classroom § CCLS § S.S. content objectives § Skills this book is appropriate for § Content and language standards addressed; language structure and vocabulary used; biases, if any.
Children’s Bibliography: Book Summary
Book
Whoever You are
Shades of People
Author Mem Fox Illust:Lesley Staub
Photographs by Shelley Rotner
Publishing company San Diego :, Voyager Books :, Harcourt,, 2001, c1997 Holiday House, Incorporated, 2010
Age Range K-2 Prek-K Summary Despite the differences between people around the world,
there are similarities that join us together, such as pain, joy, and love.
This book is filled with wonderful photographs of happy, smiling, inquisitive, trusting, and adorable children—all with varying skin tones, hair colors and textures, and facial features.
Why I chose it The book addresses important topics included in the The book addresses important topics included in the standards and
standards and scope and sequence. It’s also available in both, English and Spanish
Easy language used and attractive pictures for children
scope and sequence. It portraits children from diverse cultures and backgrounds. It’s perfect to teach children about physical differences. Pictures are realistic and the language used is simple. The text is minimal, with approximately 3 to 10 words per page.
How it will be used It will be used to introduce a topic about diversity: how different people from around the world share similar feelings, characteristics and needs
I will use the book to teach the lesson about uniqueness and physical differences. I will teach a mini-lesson by reading and analyzing the content of the book with the children.
S.S. Content
Identity and Diversity: • All people share common characteristics
3.1 d • People are diverse 1.1a
Identity and Diversity: • People are diverse 1.1a • People are unique 3.1d
Skills Critical thinking Compare and contrast, identify, predict Analysis
Critical thinking Compare and contrast Observation, Analysis
Language objective
Language Standards: • K5.c Identify real life connections between words
and their use • K.6 – Use words and phrases acquired in
conversations, reading and being read to, and responding to texts
• Objective: Children will be able to use vocabulary learned to explain what t things they share with others that are the same
• K5.c Identify real life connections between words and their use
• K.6 – Use words and phrases acquired in conversations, reading and being read to, and responding to texts
Objective: Children will be able to verbally use the vocabulary learned to describe their individual characteristics *Children will explain what makes them unique from others
Vocabulary
Whoever, Wherever, Lands, Wide, Repetition of words and phrases “may be” “like you”, “Like your” “Whoever you are “Wherever you are” “the same”
Shade, hue, tint, tone, cocoa, tan, almond “ have you ever” Simple sentences
CCLS
k.2.a Each person is unique but also shares common characteristics with other family, school and community members
k.2.a Each person is unique but also shares common characteristics with other family, school and community members
Content Objectives Students will be able to identify similarities they have with their classmates and with others although there are apparent differences.
• Students will be able to identify and appreciate physical characteristics that differentiate one from another
Children’s Bibliography: Book Summary
Book
ABC of JOBS
I f I Were Pres ident
Author Roger Priddy
By: Catherine Stier
Publishing company SCHOLASTIC Albert Whitman & Company.
Age Range PK-2 K-2 Summary This picture book is a selection of jobs people do in he
community. It describes who does each job and the skills and Children describe the basic duties of the U.S. President, from campaign
tools needed to do it. speeches to lighting the national Christmas tree. It creates a fine introduction to the office for younger children.
Why I chose it Pictures are attractive to children. It portraits people from different culture and gender
Cheery illustrations, simple text,
How it will be used I will read it to introduce a lesson about different jobs I will read it to introduce a lesson about the President and his duties
S.S. Content
People in the communities have different jobs 3.1a, 5.3b, 5.3c
People elect officials to represent them 5.1a, 5.3e The President is the leader of the USA 5.2f
Skills Compare and contrast, analysis, inference Analysis, inference, prediction, observation, synthesis,
Language objective
Children will use the vocabulary learned to describe different jobs
Children will use the vocabulary learned to describe s the president and his functions/role
Vocabulary
Builder, pilot, chef, dentist, firefighter jockey, illustrator, gardener, nurse, mechanic, police office, teacher, vet, zoo keeper
Constitution, Mansion, cabinet, navy, marines, armed forces, congress, speech, leaders, limousine
CCLS
K.11b People perform a variety of jobs in a community-to help meet other people’s needs and wants
K.6d the President of the US and the governor of the State of New York are important leaders with key responsibilities
Content Objectives Children will use the vocabulary learned to describe different types of jobs
Children will use the vocabulary learned to explain who is the president and what he does
Children’s Bibliography: Book Summary
Book
Camiones de Bomberos/Fire Trucks
Swimmy
Author Carol K Lindeen Leo Lionni
Publishing company Capstone Press 2006 Alfred A. Knopf, New York
Age Range K-2 K-2
Summary This book describe a fire truck, its parts and how it’s used by the firemen Deep in the sea lives a happy school of fish. Their watery world is full of wonders, but there is also danger, and the little fish are afraid to come out of hiding . . . until Swimmy comes along. Swimmy shows his friends how—with ingenuity and teamwork—they can overcome any danger.
Why I chose it It’s in English and Spanish It has big and colorful pictures and simple sentences
Suitable to promote team work and appreciation for individual differences
How it will be used I will use it as a support in an enrichment/extension activity on community workers I will read it to introduce a lesson on diversity about appreciating individual differences
S.S. Content
There are people in the community who help in emergencies 4.1f Transportation 3.1a, 3.1d, 3.e
People have various talents and abilities 3.1d Students help eac other in many ways5.3c
Skills Inference, analysis, identification Analysis, inference, compare and contrast, problem solving, social skills,
Language objective
Children will use words learned to describe a fire truck , how is used and its parts Children will use vocabulary learned to explain how people with different skills can work as team Children will be able to explain why having individual differences is okay
Vocabulary BIAS
Camion, manguera, bomberos, hidrantes, cabina, Centellantes Hydrants, flashing lights, truck, hose, cab, Doesn’t portrait people from diverse background
Darting gulp, creatures medusa, , marvel rainbow jelly, lobster, seaweed, eel,
CCLS
People use tools, science and technology to meet their needs 1.2c k.2.a Each person is unique but also shares common characteristics with other family, school and community members
Content Objectives Children will be able to describe a fire truck Children will be able to identify the parts of a fire truck and their function or use
Friendship Collaboration Appreciation of individual differences
Children’s Bibliography: Book Summary
Book
Me on the Map
Fami l ies
Author (Author), Annette Cable (Illustrator) Ann Morris Publishing company Dragonfly Books; Reprint edition (July 13,
1998)
HarperCollinsPublishers
Age Range 1-2 PK-2 Summary Using the premise that simple drawings can be maps, the book
begins with crayon drawings of the floor plans of the girl's room and house. The concept becomes progressively more complex, as her horizons expand from home to street, to town, to state, to country, and finally to the world. Colorful illustrations show a composite of the entire area that is being charted on the facing page. On each successive page, the child points out her street, hometown, state, and country. The process then reverses as she
This book portraits all kind of families from different cultures and backgrounds. Some children live with their mothers and fathers. Others have stepparents or live with just one parent. Still others live with grandparents or foster parents who chose them specially. But all children all around the world, are part of families--big and small, loving, sharing, and caring for one another. This look at all kinds of families from all over the world helps young children begin to think about families they belong to, as it gives them a glimpse into
finds the U.S. on a world map and works back down the scale to her own room again. The text concludes with the statement that "...everybody has their own special place on the map.
the rich variety of world cultures.
Why I chose it This book is a great one to share in the classroom as an introduction to mapping.
I chose it because it presents colorful and attractive pictures for children. It represents different families with which children may be identified with. The language used is simple (one word per page mostly).
How it will be used I will use it to introduce children the concept of mapping. I will use it to introduce a lesson about diverse families. I will read it during a mini-lesson and discuss its content with the children
S.S. Content
A school and community/neighborhood can be located on a map 3.1c
Families are diverse 2.1c There are many different kinds of family structures 3.1a, 3.1d Families can be found in communities around the world 2.1c
Skills Observation, analysis, synthesis, compare and contrast, spatial, identify,
Identify, compare and contrast, observation, analysis, inference
Language objective
Children will be able to use the vocabulary learned to explain why maps are important to people and how they can be designed
Children will be able to use the vocabulary learn to describe different families Children will be able to use vocabulary learned to describe different kinds of families
Vocabulary
Map, State, town, country, city, Everyone, everywhere, “one another”, together, celebrate, aunts, uncle, brothers, sister, grandparents adopted,
CCLS
Familiar places, building, structures, and physical features can be located on a map of a neighborhood or community k.7d 1.6d maps are used to locate important places in the community, state and nation, such as capitals, hospitals, monuments, museums and cultural centers
1.2a families exist in many different forms and structures in all communities and societies
Content Objectives Children will be able to identify the features of map and design a map of their house, school and/or community
Children will be able to identify and differentiate vary kinds of families
Children’s Bibliography: Book Summary
Book
Author Pamela Zagarenski P. D. Eastman
Publishing company Houghton Mifflin Harcourt; BRDBK BLG edition (August 15, 2001) Random House; 0 edition (March 12, 1982)
Age Range PK-K K-1
Summary The books presents pictures of animals showing different feelings Why I chose it Simple vocabulary suitable for young children, attractive
pictures, content can be used to addresses social emotional behavior
It’s in both English and Spanish, easy language, addresses friendship, team work, individual differences
How it will be used I will use it to introduce a lesson about how to manage with feelings and needs when interacting with others.
I will use it to introduce a lesson about cooperation and friendship
S.S. Content
All people have needs and wants 4.1 a All people share common characteristics 3.1d
Friends 3.1a, 3.1d Student help each other in many ways 5.3c People have different talents and abilities 3.1d
Skills Analysis, compare and contrast, observation, Analysis, compare and contrast, inference Language objective
Children will be able to use the vocabulary learned to express their feelings and needs Children will be able to explain how to show their feelings and express their needs in an appropriate manner
Children will be able to explain how people wih different abilities can work as team Student hel each othr in many ways 5.3c
Vocabulary
Happy, sad, cold, hungry, thirsty, ang Remolacha, spinacas,flauta, tuba, grande, pequeno
CCLS
*Personal experiences shape our sense of self and help us understand our likes, dislikes, talents, skills, as well as our connection to others k.1 b *Each person is unique but also shares common characteristics with other families, schools and community members k.2a
Personal experiences shape our sense of self and help us understand our likes, dislikes, talents, skills, as well as our connection to others k.1 b
Content Objectives Children will learn how to express their feelings when interacting with others in an appropriate manner
Children will be able to recognize that disregarding individual differences they can work together for a common goal
Individual Presentation
Chapter 1o
Developing Citizenship:
Civics and Government
Chapter 10
Social Studies for Preschool/Primary Child
By Carol Seefeldt Sharon Castle & Renee C. Falconer
Presented by Arianny Savinon-Perez
EDS 739
Lehman College
Summer 2013
What would children learn? Democratic and governance principles:
• Responsibilities * Power and authority • Rules * Roles • Laws * Individuals and groups • Participation * Values • Fairness • Democracy • Rights
National Councils for the Social Studies Strands(1994) Related to Civics
Strand X, Civic Ideals and Practices:
! “Social studies programs should include experiences that provide for the study of the ideals, principles and practices of citizenship in a democratic republic”
! K-4 Strand:
! Children should know about democratic principles, government, the Constitution, world affairs, and citizenship
! Children will acquire intellectual skills such as critical thinking within a democracy and participatory skills
! Children should be exposed to questions and social issues related to:
! Civic participation
! Citizenship and role in the community, nation and world
! Rights and responsibilities
Activities:
Helping set the classroom expectations, conducting service projects, participating in class meetings, making decisions to balance the needs for the wellbeing of individuals and the group, view implication of citizenship in other times places through stories, dramas, readings.
! NCSS Strand VI, Power, Authority and Governance:
! “ Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority and governance”
! Children should be exposed to questions and issues related to:
! What is power, how is earned, used and justified, who hold it, what forms does it take?
! What is government, how is created, structured, changed and maintained?
! How we keep government responsive to citizens’ needs and interests?
! How can individual rights be protected?
! Activities:
! Children learn about fairness, rights, responsibility, rules and order through their relationship with others in specific contexts
! They develop notion of power and authority as they interact with teachers
Why is it important to Develop Citizenship in Young Children?
! Civic Educations is essential to the preservation and improvement of a democratic society
! Young children learn from informal and formal experiences that start in the classroom
! Children learn democratic values : foundation for complex civic understanding and participation
Democratic Values
! Young children learn how to become members and build a democratic society
! Children learn that they are valued, worthy and respected
! Children learn their rights
! Learn to give up their egocentrism
! Learn to share and to balance their individual needs with the common good
! Strategies to Manage a Democratic Group
! Teachers share control
! Children make decisions
! Discipline is firm and consistently, but does not involve around force, coercion, embarrassment or threat
! Freedom of thought and speech are fostered
! Children are NEVER overwhelmed by the power of others
! A sense of community is built
! Teachers model respect for others
! Teachers promote caring behaviors and respect from the children
What do Young Children Learn?
Civic Participation
The National Standards for Civics and Government states that:
By the end of Grade 4, children should have develop the following participation skills:
• Influencing decisions by working with others
• Clearly articulating interests and making them known to decision makers
• Building coalitions, negotiating, compromising, and seeking consensus • Managing conflicts
• Young children start developing participation when they assume responsibility for
themselves
• Children learn to participate in enabling other children with special needs to function fully in
the group
Special considerations When Teaching Civic Participation to Young Children
Goals to move toward:
! Knowing that rules and laws are established by people
! Realizing that rules and laws are always changing
! Understanding that people have control over their own lives
! Being empathetic, socially responsible, and considerate for others
Goals to move away from:
! Perceiving rules as coming from “on high”
! Thinking of rules as unchanging
! Perceiving people as powerless before the law
! Being egocentric, self-centered, and indifferent to others
Political Concepts
How do we teach political concepts to young children?
! Political concepts are based on children’s own experiences and should be introduced informally
! Use their knowledge about the President, Flag, Pledge Allegiance, songs to introduce political topics
! Children understand authority through their experiences at home and in school –Connections-
Research about Children’s Political learning:
! “Children become politically aware and talk about politic topics even when their range of knowledge is narrow…”
! Children acquire information from different sources and experiences including home, school and media
! “Young children involvement in politics begins early with strong emotional attachment to the President….”
! Concepts of politics begin in early childhood, and the process of development is continual
! Basic attachments and identifications are among the first concepts acquired
! Children view political authority figures as positive, benevolent, and personal
! Feelings and affection develop before knowledge
! Not until early childhood can children distinguish between different political roles and basic factual information
Voting Voting is a challenging topic for young children because of their egocentric thinking: the concepts of winning and losing are difficult to accept
Strategies to Help Young Children Learn the Concept of Voting:
1. Ask children to make choices and explain the reasons for their choices
2. Let children experience the consequences of their choices
3. Graph children’s choices so they can talk about them
4. Give children two choices( in the group, decide to make a cake, then ask children to choose between 2 flavors, then graph their choices and analyze with them the outcomes)
“When we vote we accept that the majority will is followed”
After being exposed to many experiences with
voting, children will learn to follow the will of the
majority…
Children can vote to make decision about: Rules to cleanup time, games, taking turns for specific tasks, who will lead the group for the day, what service project they prefer to do, and so on.
Symbols of Democratic Government
! Children understand that symbols stand for things
! Through the use of a variety of symbols children begin to understand abstract political concepts in concrete terms: pictures, visuals, songs, stories, movements
! The Flag
• The flag serves as a visual symbol
• Young children seem to recognize the importance of flags
• Experiences with flags can help develop a sense of ownership which is he foundation of pride and loyalty
Activities that help children develop a concept of the flag: • Design flags in the classroom • Post various flags around the classroom • Have children construct a booklet about the flags
• Read stories about Betsy Ross and the history of the flag
• Start research projects about the American flag • Research project about other flags • Sing song or read stories about flags • Organize a flag display day
Ownership and Pride
School and Community
! Children develop pride in being members of the school community
! Children share in caring for the school, cleaning, decorating, participating in events, appreciating the job of people within their community and school
! Children take neighborhood field trips and explore their community
! They learn how people are interdependent and develop awareness of the place their school and neighborhood into the community
Nation
! Teacher can provide young children with experiences that help them comprehend the sizes, magnificence and diversity of the nation
! Using maps, identify, culture, features, habits, customs, and practices of people from different parts of the nation, comparing places within their community and nation and around the world