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SSRR 1
Catherine Bethell
EDEL 453/ Spring 2012
Dr. Kolar
February 13th, 2012
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TABLE OF CONTENTS General- Social Studies
Compare and Contrast personal Experiences with Approaches/Strategies in
Annenberg video
NCSS Themes Chart
Bonus-Person reflections on k-8 social studies experiences (Enhanced)
Childrens Literature
Thank You, Mr. Falker
Tea with Milk
Inquiry Strategies
Inquiry strategy- Authentic Role Play
Service Learning
Response reading foreword and Chapter 1
Response to reading chapter 12
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COMPARE AND CONTRAST
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10 NCSS Themes Chart Picture My Interpretation
Culture The ethnic culture, neighborhood culture, what theperson does, and the values they hold.
Time, Continuity, andchange
To understand your own past, where youoriginated from, and how the world has changedover time.
People, Places, andEnvironments
The diversity of people, places, and differenthuman environments. Understanding thegeographical sense of where you are located andthe rest of the world around you.
Individual Developmentand Identity
How personal identity is formed by cultureinfluences, institutions, and how a person grows.
Power, Authority, andGovernance
Who has power and authority. Who controlswhat, where, and why. The functions of societyand the role in which people partake.
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10 NCSS Themes Chart Picture My Interpretation
Production, Distribution, andConsumption
The difference between what people what,and what people need to survive.
Science, Technology, and
Society
How technology has changed the way
society does things, and the science to it.
Global Connections The issues that different areas around theworld face, the different cultures, globalpriorities, and the national importance's.
Civic Ideals and Practices What it means to be an active citizen, therights of citizens and the involvement ofbeing a citizen.
Individuals, Groups, and
Institutions
The influence of peoples cultures, groups,
and institutions. Institutions such as church,school, and courts.
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Social Studies is a subject that always involved lots of projects and research when
I was in K-8! I remember doing lots of fun projects when it came to learning about the states,
such as creating flags, researching state animals, and state facts. I also remember going on
virtual tours on the internet through the different countries, and getting to pick my own
country and find a current event having to deal with that county. In my fifth grade class I told
to pick a country and bring a food from that country, I do not remember which one I picked,
but a boy brought cooked grasshoppers! Another fun project I remember doing was being
assigned a tribe, such as the Hopis, and doing research on them and then creating an
environment in which they would live in. A negative experience I remember was constantly
reading out of textbooks, and having to memorize a lot of vocabulary words. My experiences
did leave me with the feeling that teaching social studies is critically important. It taught me
about myself, others, my environment, and the world in which I live. If I didnt understand the
world and what I can contribute to it then I would being having a hard time living
independently like I do now.
ENHANCEDBonus Assignment
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THANK YOU, MR. FALKER
Thank You, Mr. Falkerby Patricia Polacco
Catherine Bethell
EDEP 453
Dr. Kolar
February 5th, 2012
NCSS THEMES THAT THANKYOU,MR.FALKER BY PATRICIA POLACCO FITS IN :
People, Places, and
Environments:
The book takes
place in a fewlocations around
the United States,
it goes through the
changes that Trisha
went through, and
the different
people she came
accross.
Time, Continuty, and
Change:
The setting of thisbook took place in
the 40s-50s.
Students with
disabilities were
looked down upon,
and usually weren't
in a public school.
This theme is aboutlearning about the
past and how we
can understand the
human story across
time.
Individual
Development annd
Identity:
Trisha developedher identity
through the
experiences she
went through and
the different
culutures she came
across.
Personal Reaction to the book
I really enjoyed this book and I will definitely use this piece of literature to teach social studies,
special education, and bullying in my classroom. This story was very touching; it went through a lot of
emotions including: happiness, sadness, anger, frustration, and relief. The sad part about the reality of
this story, is that students are still treated the way Trisha was about her learning disability and their
stories dont always end with a happy ending. I could relate all ten NCSS themes to this book, but onlythree really stuck out to me!
How could I use this book to help me teach social studies?
Culture
This bookcoud help meteach social
studies, by
relating thedifferent
culturesmentioned in
the story.
Enviroments
This book
took place in afew differentlocations and
environments.
It explainseach
enviromentand how it
effected Trishadifferently.
Individual
Identity
This bookgoes through
thedevelopmenta
l processTrisha went
through, and
how shecreated herindividual
identity.
Time,
Continuity,and Change
This booktakes place in
a different
time,therefore
sometingshave changed
and using thisstory to relate
to past historycould help me
teach socialstudies.
GlobalConnections:
This book has
a story thatcan be
connected to
many placesglobally. I
could use this
story to relateto the
connectionsthat the world
shares.
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INQUIRY STRATEGYFROM THE UNITED STATES TO ENGLAND
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Here is the assignment
completed in class for the
Tea with milk .
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TEA WITH MILK What NNSC Themes does the book fit within? Why?
1. This book fits within Culture, because of Masakos culture in American andthan adapting to the Japanese culture in Japan.
2. This book fits withTime, Continuity, and Change as well. This book couldbe used to teach the history of the diversity of the cultures presented.
3. This book fits Individual development and Identity, because Masako findsher identity and is influences by everything around her such as the cultures,environments and institutions.
Personal reaction to the book.: I really enjoyed reading this book! It went through different emotions
such as happiness, sadness, frustration, and then relief. I think it was unfair to Masako to be forced to
move to Japan and adapt to their ways, after being so use to America.
Jot down some ideas of how to use this book to teach social studies to your future students: This book
could be taught to teach about cultures. It could be taught to teach about stereotyping as well. A teacher
could also teach about the female role expected in the Japan culture.
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TEA WITH MILK/ PROJECT
IN CLASS
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RESPONSE TO CHAPTER 1
Notes for Chapter 1:
Service learning helps to make decisions that have a real
outcome. Service learning differs from volunteer work and community
service, because it involves a much greater process and a deeper
understanding. There is more critical thinking involved.
Service learning will help me be a leader by being able to solve
problems, working with a team, and using my abilities through
helping others.
Service learning has been proven to be a great and valuable
teaching strategy.
The categories of service learning are direct, indirect, advocacy,
and research.
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RESPONSE TO CHAPTER 12
Enhanced
A music fest: Grade 3 is about third graders enjoying music, singing, and dancing
to different types of music with elderly people. I would definitely consider using this in
the future.
Welcome Buddies: Grades 9-12- I will definitely use this in the future, there's
nothing like being the new students at school and speaking a different language than
everyone else. This project is so helpful and very kind to new immigrant students!
The Immigration Experience-Seeing, Helping, and Telling: Grade 11- This project
involves using literature which is very helpful and engaging! I would like to use this in
the future.
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RESPONSE TO CHAPTER 12
CONTINUED
One Green Apple-Thispicture book stands out to methe most, because its about a
student who cannotcommunicate with the rest ofher classmates. Her classmateshelp her be apart of thecommunity and a kind and
friendly way!