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Building a Social Studies Classroom Community

“There are no insignificant acts of kindness, no forgotten words of encouragement, no meaningless hugs of congratulations. Long after students have forgotten day to day lessons, they remember who you are, what you stood for, and how you treated them.” Jim Mahoney, 2003.

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Building a Social Studies Classroom Community

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  1. “There are no insignificant acts of kindness, no forgotten words of encouragement, no meaningless hugs of congratulations. Long after students have forgotten day to day lessons, they remember who you are, what you stood for, and how you treated them.” Jim Mahoney, 2003

  2. Building a Social Studies Classroom Community JCPS Elementary Conference for All Jennifer Gray

  3.  Why do we need to build a community? “In the face of positive relationships, students more readily accept rules, procedures, and disciplinary actions that follow violations of the rules.” -Marzano, 2003

  4. It takes too much time. Sample Performance Task from Common Core State Standards ELA: Students refer to the structural elements (e.g. verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem. [RL.?.5]

  5. We don’t have time not to. “One factor is more essential to closing the achievement gap than any strategy or technique: establishing a good relationship with every student. As the saying goes, ‘Kids don’t care how much we know until they know how much we care.’ Once you demonstrate caring, you can then take your teaching to the highest level: inspirational teaching.” -Larry I. Bell Strategies That Close the Gap, Educational Leadership  

  6. Session Objectives: Participants will… Characteristics of Highly Effective Teaching and Learning • Learn practical techniques to facilitate learning and engagement in elementary classrooms to integrate social studies concepts into community building. Section One: Learning Climate a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted

  7. CHETL • http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm

  8. World travel page

  9. Building a social studies community unit Essential Question: How do I compromise, cooperate, and solve conflicts at school and in the real world?

  10. Conscious Discipline

  11. Social Studies Unit: Building a Community Essential Question: How do I compromise, cooperate, and solve conflicts at school and in the real world? The Morning Meeting Book by RoxannKriete, “It Mattered That I Came”

  12. Lesson 2 – Employability/Jobs

  13. Classroom Jobs quote from Dr. Becky A. Bailey • “Years ago, farm life depended on children doing their share of the labor. Without their contributions, the family wouldn’t survive. As society has changed from agriculture to manufacturing to the information age, children can be perceived more as a burden than an asset. News headlines calculate how much money each child will cost to raise. The numbers are staggering. It seems our priceless children now have a price tag. Many parents, rushed for time, find it easier to do home tasks themselves or to hire help rather than systematically teach and rely on their children. Chores are often seen as a way to earn money instead of being the child’s contribution to the household. Schools and homes must support children’s contributions. Every child in the classroom needs to have a job. If you have 28 children, you will have 28 jobs.”

  14. Classroom Jobs “Contributing to the welfare of others builds self-worth.” Conscious Discipline, Dr. Becky A. Bailey • Make a list of all the class management tasks you do. From this list, decide which jobs can be turned over to children. • Involve the children. Ask for their assistance in coming up with the jobs and creating the job board. • Think in terms of the social and emotional support children need and enjoy. LET’S TRAVEL! CREATE A LIST OF POSSIBLE STUDENT JOBS FOR YOUR CLASSROOM. Challenge: Create jobs that have real-world titles. For example: botanist vs. plant care and librarian vs. book buddy

  15. Classroom Jobs (two different avenues) Every Student Performs All Jobs (Rotation) Every Student Keeps Same Job All Year • Helps every child learn necessary skills • Helps students develop specific skills and become experts • Easier for all to remember • Add 3-4 rotating jobs

  16. Economics & Community (two different views) Extrinsic Intrinsic • Use words such as salary • Use rewards that are free to you • Classroom store or everyday opportunities “Children are offered material goods, from smiley-face stickers to money as rewards for acceptable behavior. Research indicates that the side effects of such systems are deadly to a democratic society. When adults govern children’s behavior through outside motivators, they teach children “other control”. A democratic society needs people who have self- control-who have intrinsic desire to be cooperative. Rewards teach children to value material goods and to approach a task asking, What’s in it for me? They teach children to focus on the result and ignore the process. Getting an A on a report card, not learning, is the goal.” -Dr. Becky A. Bailey, I Love You Rituals

  17. Lesson 3 – Cooperative Learning

  18. Cooperative Learning (Kagan) While in Learning Groups: • We will each gain from other’s efforts. (Your success benefits me and my success benefits you.) • All group members share a common fate. (We all sink or swim together.) • Everyone has a unique contribution and job. (We cannot do it without you.) • We will be accountable both as a group and individually. • We will celebrate when we’ve accomplished our goal!

  19. Lesson 4 Stress and Anger Management Rights and Responsibilities Tattling

  20. Lessons 5 & 6 – Conflict Resolution

  21. Conflict Form Your Name: ________________________ Today’s Date: __________________ List the names of people involved: _______________________________________ ___________________________________________________________________ List the names of witnesses: _____________________________________________ ___________________________________________________________________ Describe the situation. ___________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Explain what you did to try to solve the problem on your own. ___________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

  22. Lesson 7 – 3Cs

  23. Standards!!!

  24. National Curriculum Standardsfor Social Studies CULTURE • Social studies programs should include experiences that provide for the study of culture and cultural diversity. TIME, CONTINUITY, AND CHANGE • Social studies programs should include experiences that provide for the study of the past and its legacy. PEOPLE, PLACES, AND ENVIRONMENTS • Social studies programs should include experiences that provide for the study of people, places, and environments. INDIVIDUAL DEVELOPMENT AND IDENTITY • Social studies programs should include experiences that provide for the study of individual development and identity. INDIVIDUALS, GROUPS, AND INSTITUTIONS • Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. POWER, AUTHORITY, AND GOVERNANCE • Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. PRODUCTION, DISTRIBUTION, AND CONSUMPTION • Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. SCIENCE, TECHNOLOGY, AND SOCIETY • Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. GLOBAL CONNECTIONS • Social studies programs should include experiences that provide for the study of global connections and interdependence. 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.

  25. STRATEGIES to incorporate social studies into daily community building…

  26. The Four Components of Morning Meeting: 1. Greeting: Children greet each other by name, often including handshaking, clapping, singing, and other activities. 2. Sharing: Students share some news of interest to the class and respond to each other, articulating their thoughts, feelings, and ideas in a positive manner. 3. Group Activity: The whole class does a short activity together, building class Cohesion through active participation. 4. News and Announcements: Students develop language skills and learn about the events in the day ahead by reading and discussing a daily message posted for them. (RoxannKriete)

  27. 2. Sharing: Students share some news of interest to the class and respond to each other, articulating their thoughts, feelings, and ideas in a positive manner. Newspaper Headlines Commitment Logs Social Studies Notebook Responses

  28. 3. Group Activity: The whole class does a short activity together, building class cohesion through active participation. Social Studies Poems and Songs Games from the Past Acting it Out

  29. Read Alouds For Every Historical Era Letter/State of the Day Problem Solving and Feel Good Stories

  30. Technology Wallwisher Wordle Historical Tweets http://www.wallwisher.com/ http://www.wordle.net/

  31. Historical Matrix

  32. Historical Matrix

  33. Strategies That Close the Gap Larry I. Bell, Educational Leadership • Empathize Reading Skills • Teach Higher Order Thinking Skills to All Students • Routinely Reteach • Make At-Risk Students Participate • Require Students to Speak and Write in Complete Sentences • Get Students Emotionally Involved • Patience and Caring • Frequently use quotes from great people and ask students to memorize quotes from great people. • Rigor

  34. Heroes and Quotes Dr. Dennis Denenberg 50 American Heroes Every Kid Should Meet By Dennis Denenberg & Lorraine Roscoe Posters, trading cards http://www.theheroesclub.org/

  35. Conscious Discipline.com – Shubert’s Classroom Conscious Discipline

  36. Sensory Slides

  37. Blue- appetite depressant, sedative, lowers fevers, reduces inflammation

  38. Red Red and Infrared – appetite stimulant, stimulates senses, activates circulatory systemAutism schools – no one allowed to wear red

  39. Orange – builds bone, stimulates thyroid and stomach, strengthens lungsO

  40. Yellow – stimulates the brain, digestion, hormone production, gives temporary jolt – but can be irritating (legal pads, road signs, McDonalds)Yellow is the best color for learning. One school painted yellow lines in hallway so visually impaired students could find their way to classrooms.

  41. Pink – decreases anger-Arizona prisoners-Little girls and pink

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