Making Connections to the Real World through the Literature of Dr. Seuss

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

2. The Wonderful World of Dr. Seuss and the 10 Themes of Social Studies Nancy P. Gallavan, Ph.D. Professor University of Central Arkansas (UCA) Department of Teaching & Learning; MAT Program ngallavan@uca.edu

3. NCSS Theme1. Culture The Cat in the Hat (1957)

4. NCSS Theme1. Culture The Cat in the Hat Comes Back (1958)

5. NCSS Theme1. Culture The Cat in the Hat Songbook (1967)

6. NCSS Theme1. Culture The Sneetches and Other Stories (1961)

7. The Sneetches and Other Stories (1961) Culture Wheel Give each student a copy of the Culture Wheel. Discuss the various cultural characteristics. You may select more, less, or different characteristics. Ask each student to identify her or his cultural characteristics by writing in each segment of the Culture Wheel. You may want students to complete the Culture Wheel with a family member. Be sure to write an appropriate introductory letter with this assignment. Place students with a partner or into small groups to share their Culture Wheels.

8. The Sneetches and Other Stories (1961) race gender age ethnicity religion nationality appearance language

9. NCSS Theme2. Time, Continuity, & Change Dr. Seuss’s Sleep Book (1962)

10. NCSS Theme2. Time, Continuity, & Change You’re Only Old Once (1986)

11. NCSS Theme2. Time, Continuity, & Change My Many Colored Days (1996)

12. NCSS Theme2. Time, Continuity, & Change The Zax from The Sneetches and Other Stories (1961)

13. The Zax from The Sneetches and Other Stories (1961) Conflict Management Select a controversial issue about which you feel quite strong or passionate. In the left oval, describe the issue from your point of view. In the right oval, describe the issue from the opposing point of view. In the overlapping section of the diagram, describe how you could manage the conflict through compromise so you don’t become a Zax.

14. NCSS Theme2. Time, Continuity, & Change The 500 Hats of Bartholomew Cubbins (1938)

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

16. Timeline Activity Students will create timelines using Bartholomew Cubin's hats. Explain to students how a timeline is a sequence of events that occur in order. Divide students in groups; handout butcher paper size posters and rulers. In group packets have strips of events, hats for students to design their timelines. Read the story. Brainstorm with students what events happened in the story. Have them make a timeline marking each event in order as it appeared in the story. Advise students to be sure the hats are in correct order on the timeline too. Have students paste their timelines together in sequence and explain why they used the order they did. The 500 Hats of Bartholomew Cubbins (1938)

17. NCSS Theme3. People, Places, & Environment Hunches in Bunches (1982)

18. NCSS Theme3. People, Places, & Environment Oh! The Places You’ll Go (1990)

19. NCSS Theme3. People, Places, & Environment The Lorax (1971)

20. The Lorax (1971) Debate The story of the Lorax serves as a catalyst for debating the multiple uses of land to serve and please the public. To organize a debate in your classroom, begin by asking students to brainstorm the various used of land. Ideas might include: • Leave it natural • Preserve it as a national park • Allow recreational commercial use • Construct residential housing • Build small commercial businesses • Develop an industrial area Then divide the class so each use has four or five students representing it. Allow time for students to plan ways to strengthen their agendas. Then take turns presenting ideas and debating choices.

21. NCSS Theme4. Individual Development & Identity Green Eggs and Ham (1960)

22. NCSS Theme4. Individual Development & Identity My Book About Me (1969)

23. NCSS Theme4. Individual Development & Identity I Can Lick 30 Tigers Today and Other Stories (1969)

24. NCSS Theme4. Individual Development & Identity Did I Ever Tell You How Lucky You Are? (1973)

25. NCSS Theme4. Individual Development & Identity What Was I Scared Of? Glow-in-the-Dark Encounter (1973)

26. Journal Writing explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions; analyze a particular event to identify reasons individuals might respond to it in different ways; In this activity students explore the meaning of objects. Objects tell a story about us and the perpetual process of design that is central to human existence. Students will conduct research on the history of pants, and write an imaginary story about a pair of pants. They will host a presentation to share their journal stories. Optional: Give each student a magazine. Have them cut out a picture that contains a pair of pants. Have students create a group story about a pair of pants. What Was I Scared Of? A Glow-in-the-Dark Encounter (1973)

27. NCSS Theme5. Individuals Groups, & Institutions The King’s Stilts (1939)

28. NCSS Theme5. Individuals Groups, & Institutions If I Ran the Zoo (1950)

29. NCSS Theme5. Individuals Groups, & Institutions If I Ran the Circus (1956)

30. NCSS Theme5. Individuals Groups, & Institutions Oh, the Thinks You Can Think! (1975)

31. NCSS Theme5. Individuals Groups, & Institutions Hooray For Diffendoofer Day (1986)

32. Hooray For Diffendoofer Day (1986) • Give students a copy of the graphic organizer with the circles. Tell students to label the center circle as themselves. Then work your way around the circle. • Each of the circles represents a different teacher or staff member at the school. Students should label each circle and include a few descriptive phrases noting how that particular person is special and unique.

33. NCSS Theme6. Power, Authority, & Governance I Had Trouble in Getting to Solla Sollew (1965)

34. NCSS Theme6. Power, Authority, & Governance Marvin K. Mooney, Would You Please Go Now! (1972)

35. NCSS Theme6. Power, Authority, & Governance Horton Hears a Who (1954)

36. Design a hierarchical concept map of the Who-ville town. Discuss with how a hierarchy shows who answers to whom and the importance of voices in a democracy. Have students design a concept map of their own town, city or life at home. Horton Hears a Who (1954)

37. NCSS Theme7. Production, Distribution, & Consumption McElligot’s Pool (1954)

38. NCSS Theme7. Production, Distribution, & Consumption Fox In Socks (1965)

39. NCSS Theme7. Production, Distribution, & Consumption How The Grinch Stole Christmas! (1995)

40. Students will design a time capsule after doing an archeological dig of their trash. Day before activity, student should look in their own home trash and write down up to 10 items; five items can be food, five items should not be food. Arrange students in groups of four to five. Step 1: Have them select five items from their archeological dig they would like to place in the time capsule. Step 2: Have the group develop five more items to place in the capsule, so 100 years from now, historians can develop theories about what people produced, distributed and consumed in the year 2009. Step 3: Have student design a group time-capsule on ½ poster board, present their items and display around the room. How The Grinch Stole Christmas! (1995)

41. NCSS Theme8. Science, Technology, & Society And to Think That I Saw It On Mulberry Street (1937)

42. NCSS Theme8. Science, Technology, & Society On Beyond Zebra (1955)

43. NCSS Theme8. Science, Technology & Society Bartholomew and the Oobleck (1949)

44. Writing Exercise. Inventions impact on society, the pros and cons. Use the book as a source to show the pros/cons of Oobleck. Pros Cons Brainstorm with the class after reading the book the pros/cons of the Oobleck. Have students develop an idea for a new invention. Be sure they list the pros/cons for that invention and how it would impact society. Writing Prompt: What would happen if you could invent something new? If I could invent ___________________. Or Describe something you'd like to invent (realistic or outlandish) that would make your life easier. Bartholomew and the Oobleck (1949)

45. NCSS Theme9. Global Connections Scrambled Eggs Super (1953)

46. NCSS Theme9. Global Connections Thidwick The Big-Hearted Moose (1948)

47. NCSS Theme9. Global Connections The Butter Battle Book (1983)

48. The Butter Battle Book (1983) Role Playing Read the book aloud to the class Divide the class into groups of no more than three students in each group for a total number of even-numbered groups. Assign the groups as either Yooks and Zooks. Ask each group to identify their situation. Then team one group of Yooks with one group of Zooks. The first task is to role play the story to understand the battle. The second task is to create a new, workable ending.

49. NCSS Theme10. Civic Ideals and Practices Horton Hatches the Egg (1940)

50. NCSS Theme10. Civic Ideals and Practices One Fish, Two Fish, Red Fish, Blue Fish (1960)