what a wonderful world - kennesaw state university
TRANSCRIPT
What a Wonderful World: Social Studies Resources and Strategies for Every Learner,
Grades K-5
G E ORG IA DE P ARTM E NT OF
E DUCAT ION
SOCIAL STUDIE S TE AM
J HATCHE [email protected] 2 .GA .US
J [email protected] 2 .GA .US
[email protected] .GA .US
Agenda
Supporting Content Knowledge
Inclusive Book Titles & Strategies
GaDOE Social Studies Resources
to Support Every Learner
Rudine Sims Bishop
We ALL have a story!
The story of our world is made of MANY
stories.
What ONE thing would you want them to know?
Connecting our story to the standards.
Building a Bridge…
SWIRL is students doing social studies
Thinking
Speaking
Writing
IllustratingReading
Listening
How do we build content knowledge?
This Photo by Unknown Author is licensed under CC BY-SA
•Read alouds
•Primary Sources
•Graphic Organizers
•Vocabulary
• Focus on oral and shift to written
• Technology supports
What barriers will students have to meet
the standard?
Remember the THREE C’s…
1. Content-specific knowledge students need2. Context-when, where, relative time3. Cognitive Demand-level of thinking required by the standard
Pull out the following information:
1. Content-specific knowledge students need2. Context-when, where, relative time3. Cognitive Demand-level of thinking required by the standard
SS1H1 Read about and describe the life of historical figures in American history. a. Identify the contributions made by
these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).
Variety of Texts
Technology Supports
Primary Sources
Vocabulary
Graphic Organizers
Pull out the following information:
1. Content-specific knowledge students need2. Context-when, where, relative time3. Cognitive Demand-level of thinking required by the standard
SS3H2 Describe European exploration in North America.
a. Describe the reasons for and obstacles to the exploration of North America.
b. Describe the accomplishments of: John Cabot (England), Vasco Núñezde Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
c. Describe examples of cooperation and conflict between European explorers and American Indians.
Inclusive Book Titles & Strategies
“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of a larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.”
― Rudine Sims Bishop
DIVERSITY IN CHILDREN’S BOOKS: A SLOW PROCESS
Chocolate Milk, Por Favor! Celebrating
Diversity with Empathy
◦ Written and Illustrated by: Maria Dismondy
◦ Celebrates diversity, kindness, inclusion, and empathy
◦ How are you unique?
◦ What makes you special?
◦ What makes your friends special?
◦ Create an expert chart.
◦ Create a class book.
https://mariadismondy.com/wp-content/uploads/readers-guide-chocolate-milk-small.pdf
https://www.youtube.com/watch?v=ZnIGNmpaBOQ
Alma and How She Got Her Name
◦ Written and Illustrated by: Juana Martinez-Neal
◦ Alma, whose full name is Alma Sofia Esperanza
José Pura Candela, thinks she has too many names.
She asks her dad why and he explains the various
people she was named to honor.
◦ Have students research the history behind their
name.
◦ Create a class book or name display.
◦ Interview community members about their names.
◦ Pin or mark significant locations on a world map.
◦ Discuss traditions around names.
https://juanamartinezneal.com/books/alma/
All Are Welcome
◦ Written and Illustrated by: Alexandra Penfold
and Suzanne Kaufman
◦ Addresses diversity, inclusion, and empathy
◦ Practice vocabulary through illustrating
examples, taking pictures, or acting out
scenarios: include/exclude, similar/different,
empathy, diversity.
◦ See/Think/Wonder: How are the children
alike? How are they different?
◦ How can me make EVERYONE feel welcome?
◦ Create a class mural or book.
https://www.learningtogive.org/resources/all-
are-welcome-literature-guide
I Walk With Vanessa
◦ Written and Illustrated by: Kerascoët
◦ Wordless picture book
◦ See/Think/Wonder: What is happening? How do you know?
◦ Use the illustrations as story prompts. Begin with oral story telling progress to written stories when students are ready.
◦ Have students create speech or thought bubbles for the characters.
◦ How do the characters feel? How do we know?
◦ How can we show kindness?
◦ How can we include EVERYONE?
https://youtu.be/bF1FhV_Bw3w
Water and Land: Land and Water Forms Around the World
◦ Written and Illustrated by: Christy Hale
◦ A lake turns into an island.A cozy bay into a secluded cape.A gulf with sea turtles transforms into a peninsula surrounded by pirate ships.
◦ See/Think/Wonder: What story is being told in the illustrations?
◦ Use the illustrations as story prompts. Begin with oral story telling progress to written stories when students are ready.
◦ Teach vocabulary: Compare the illustrations with images.
◦ Create your own water and landform pictures.
https://www.youtube.com/watch?v=3n-IPOAbt64
www.christyhale.com
A Different Pond
◦ Written by Bao Phi, illustrated by Thi Bui
◦ What makes people move to a new place? How do people make new
places their own? What do they carry with them?
◦ Discuss family, tradition, hope
◦ Analyze images (senses, see-think-wonder, compare/contrast)
◦ Use a world map
◦ Share author & illustrator notes
◦ Talk about “broken English”
◦ Connect to our social studies standards
◦ Economics – scarcity, budgeting, jobs connections
◦ Talk about fishing
◦ Talk about families and homes
◦ Cultural assets and challenges of Immigrant families
Four Feet, Two Sandals
◦ An act of kindness and cooperation in a
refugee camp
What is a refugee?
Describe life in a refugee camp.
What is scarce? How do people cope?
Examples of kindness and cooperation
What is the process of attaining refugee
status?
What happened on the map?
Lailah’s Lunchbox
◦ Georgia connection
◦ Connections to home country – world map
◦ Introduction to Ramadan
◦ Cultural connections through food customs
◦ Lailah’s letter explains her family’s traditions –
students can dictate or write about the
customs of their own countries
◦ Talk about how all children want to be
accepted and fit in – how does Lailah
become more confident about her
“differences?” How can we respect and
welcome diversity?
Dear Primo: A Letter to My Cousin◦ Compare/contrast life in Mexico and in a U.S. city
◦ Examine vocabulary tied to each location and different
things they do
◦ Models of letter writing – students could write or dictate
letters about their own lives OR each student could
create their own illustration of one or more parts of their
lives, with labels like those Tonatiuh used.
◦ Discuss how the two boys’ lives are the same and
different.
◦ Locate where the two boys might live on a map of
North America.
◦ Analyze images
◦ Read and discuss the author’s note. How did he tell his
own story within the story of the two cousins?
The Day You Begin
◦ Discuss the differences we have. What difference do differences make? What difference SHOULD they make?
◦ Analyze the cover image. Why do you think the illustrator chose to put a ruler on the door?
◦ What are some ways that the children in this story are different from others?
◦ How do we move from fear, shame, and guilt over differences to building confidence and celebration of each of our unique characteristics?
◦ Look for other books and other stories, including those of our own lives, that tie to this story.
◦ Look for words we don’t know and find out what they mean.
◦ How can telling others our story help to build a culture of accepting differences?
Where to find great titles –especially for Social Studies◦ Notable Tradebooks in Social Studies –
https://www.socialstudies.org/publications/notables
◦ Book list for each year with title, brief description, publisher
◦ Carter Woodson Award Winners -
https://www.socialstudies.org/awards/woodson/winners
◦ Winners from each year: title, cover, publisher
◦ Georgia Council for Social Studies – Children’s Literature page
http://www.gcss.net/site/page/view/childrens-literature
◦ Specific to Georgia standards: title, some brief descriptions
This is what you see
when you sign on.
2020
requires
membership.
These links will take
you to the FREE
publications.
https://www.socialstudies.org/notable-social-studies-trade-books
◦Elementary,
Middle/Secondary
Level Honorees and
Winners
◦Previous Award
Winners 1974-2019
https://www.socialstudies.org/awards/woodson/winners
Broken down by grade level and
standard SPECIFIC to Georgia.
https://www.gcss.net/site/page/view/c
hildrens-literature
GaDOE Social Studies
Resources to Support Every
Learner
GaDOE Social Studies Resources to Support All Students
• Distance Learning Lessons with Student Support
• Teacher Notes
• Virtual Communities on edWeb
• Sample Units with Ideas for Differentiation
• Virtual Professional Learning Opportunities and Virtual Workshop Playlist
What a Wonderful World: Social Studies Resources and Strategies for Every Learner,
grades K-5
Georgia Department of
Education
Social Studies Team