TE 401: Teaching Social Studies to Diverse Learners

1. TE 401: Teaching Social Studies to Diverse Learners Class 14 December 4, 2008 Geography, Economics, and Case Study Method

2. Agenda • Celebration Breakfast • Reflections • Finish Country PowerPoint • Beatrice’s Goat • Case Study Microteaching • SIRS

3. Celebration and reflections • What were the teaching moments? • What did you learn about teaching? • A social studies moment • Reflection on TodaysMeet

4. Reminders • Class blog • Final Lesson Plan • Due by December 10 at 5pm • Include all five parts in one document • Email to bykereri@msu.edu • Your wiki – te401social.wikispaces.com

5. Finish Country PowerPoint • Please break into your country groups • Finish up your PowerPoint – 20 minutes • Post to te401social.wikispaces.org

6. Using a Picture Book In Social Studies Beatrice’s Goat

7. Using Children’s Literature – especially picture books • Should be used to • Deepen cognitive and affective dimensions of the content • Does it: • Match the social education goals of the lesson/unit? • Offer enough value that the time it is taking up is not wasted? • Appropriate length? • Enhance meaning? • Reflect authenticity and promote understanding of the concept? • Avoid misconceptions, shallow interpretations, stereotypes? • Should not be chosen just as an “add in” to your topic of the unit/lesson • Trivial information

8. Planning to use a picture book… • Make sure as the teacher, you know the basic information about the book, and the history behind the topic of discussion • Information on Beatrice’s Goat • For age group 4-8 (though it can realistically be taught throughout various grade levels) • As the teacher you should be questioning if it is appropriate for your children’s reading level and comprehension • Published by Heifer International • As a teacher you should question what this organization is and what qualifies it to publish this story • True Story • http://www.cbsnews.com/stories/2005/01/11/60minutes/main666166.shtml • As the teacher you should be doing research behind stories that are true- what happened to the person/people/groups portrayed in the book?

9. Planning con’t…. • As the teacher learn more about the region, country, etc., to know if the picture book is portraying stereotypes, etc… • Use of resources such as: • P-GLIE Library in the International Center Library • Area Studies Centers at universities

10. Geography

11. Geography: Location • Where is Uganda? • This is the setting for the story • Around 85% of Uganda’s population is rural (March 2007) • Make sure your students do map work to understand where the story is taking place and can compare it to where they live in perspective

12. World – Where are you? Where is Uganda?

13. Can anyone find Uganda?

14. Africa

15. Regions of Africa - East Africa

16. Uganda

17. Why in the world is geography important in this book? • Geography: • Allows children to see where in the world Beatrice is in comparison to where they live • Also, if used correctly – geography can be used to show human-environment interaction • For example: they choose a goat for the villages because of the grass and water found there - would a camel have worked there? Geography plays a role- it is more than just maps!

18. Economics

19. Just to get you thinking… • Complete the worksheet • After reading the story, while in your groups complete the starred portion of your worksheet and discuss the questions with your group

20. Economics Terms and Definitions • Needs: A need is something you have to have, something you can’t do without • Example - water • Wants: A want is something you would like to have – it is not absolutely necessary, but it would be a good thing to have • Example – car

21. Terms defined • Scarcity: not having sufficient resources to produce enough to fulfill unlimited subjective wants • Example – fossil fuels • Opportunity Cost: the cost of an alternative that must be foregone to in order to pursue a certain action, a choice between two options must be made • Example – costs of going to college (missing pay from a job for 4-5 years) but hopes of making it up later in your career with a higher paying job

22. Economics Lesson w/ Beatrice’s Goat • As a group – have each person write down their own wants and needs • As a group – come up with the wants and needs of Beatrice • Then discuss the differences or similarities between the two

23. EconomicsCon’t.. • In economics, many decisions have to be made – issues such as scarcity, opportunity cost, etc., force us to make choices – where we live and what we do influence also influence our choices as do our wants and needs (like you just wrote down) • Beatrice and her family also have to make choices. • In small (2-3 people) groups: • List the costs (the things that Beatrice’s family had to give in order to have the goat) • List the benefits (good things that Beatrice’s family received as a result of having the goat) • You could do this in a t-chart lining up the cost with the eventual benefit • For example: Goat producing milk (benefit); had to get water from the stream for the goat (cost) Extension: Do you think Beatrice and her family have the same cost/benefits as people in the U.S.? Why or why not? What would influence this?

24. How else could Beatrice’s Goat be used for Social Studies?Don’t limit your thoughts to just how you would use this in lower elementary either…. Cultural Universals Economics Service Learning Current Events What else?

25. Critiquing the use of Beatrice’s Goat • In pairs answer the following questions: • What are some of the negative consequences you could foresee in using this picture book? • What types of concepts, topics, etc., do you see as useful in this picture book? • What topics/concepts have to be taught while using this book in order for a deep understanding of the many topics that could be addressed using this book? What order would you teach them in?