The United Nations invited every primary (grades k-6), middle (grades 7-9) and secondary (grades 10-12) school (including homeschools) around the world to submit, via e-mail, two lines of poetry about peace. Once collected, the lines were collated together into one long Peace Poem, and redistributed to all participants as well as posted on the Web.
The poem is ten pages long and can be found at the following link:
The Peace Poem
Friday, July 17, 2009
Useful Social Studies Websites - Lesson Plans and Resources for Social Studies Teachers
Website:
http://www.csun.edu/~hcedu013/index.html
Uses and Content:
It is basically a collection of links to many internet sources in the following categories:
- lesson plans and strategies
- online activities
- teaching current events via newspapers, magazines and TV
- newsgroups and mailing lists
- NCSS
- educaional standards and curriculum frameworks
- social studies school service
- what's new this month
- other social studies resources
There is a short description of every site that there is a link to. Some of the sites are more useful and some are less.
If you are willing to take a little time to look through the plethora of links that this website provides there are definitely many useful ones. Under the 'other social studies resources' category there are links to the US department of education and many other useful sites.
Some of the links do not work.
Journal Entry - Diversity in the classroom
One thing that I have thought a great deal about in the course of earning my education degree, and especially during my social studies methods class, is diversity in the classroom.
It seems that diversity is a touchy topic in this country, and it makes sense that it is. In the course of the past 500 years there have been many bad things done in this country with diversity (or ethnicity, or race) as a primary factor. The kidnapping of Africans into slavery and the conquest of the Native Americans are probably the two best known examples.
Unfortunately the past sins of this country, and the continuing dominance of power by whites has caused diversity to be an taboo subject. Too often it is treated as a past problem that was dealt with during the Civil Rights Movement and other citizen actions. One has only to travel to a reservation or to a poor minority neighborhood to see that being a minority in this country continues to be a disadvantage.
I feel that truthful discussions of the diversity of this country, the life of minority populations and the reasons for these conditions can be powerful and help dispel the taboo nature of these topics.
One important aspect to discussions of this type is not to single out minority students to provide the point of view for their whole ethnicity (e.g. 'the black perspective'). It is important to emphasize that everyone is an individual, regardless of their ethnicity. I had a Native American friend (Mohawk and Cherokee) at Colgate who would always be called on by professors to give the 'Indian perspective' and she hated it because it inherently suggested that all Native Americans think the same way and have the same experience, which is obviously not the case.
There are so many forms of diversity in the classroom. Race, ethnicity, gender, intelligence, socioeconomic status, sexual preference, and religion are some of the factors. In my classroom I will encourage an open and safe environment where my students are comfortable being who they are and where constructive conversations about the issues surrounding diversity take place.
It seems that diversity is a touchy topic in this country, and it makes sense that it is. In the course of the past 500 years there have been many bad things done in this country with diversity (or ethnicity, or race) as a primary factor. The kidnapping of Africans into slavery and the conquest of the Native Americans are probably the two best known examples.
Unfortunately the past sins of this country, and the continuing dominance of power by whites has caused diversity to be an taboo subject. Too often it is treated as a past problem that was dealt with during the Civil Rights Movement and other citizen actions. One has only to travel to a reservation or to a poor minority neighborhood to see that being a minority in this country continues to be a disadvantage.
I feel that truthful discussions of the diversity of this country, the life of minority populations and the reasons for these conditions can be powerful and help dispel the taboo nature of these topics.
One important aspect to discussions of this type is not to single out minority students to provide the point of view for their whole ethnicity (e.g. 'the black perspective'). It is important to emphasize that everyone is an individual, regardless of their ethnicity. I had a Native American friend (Mohawk and Cherokee) at Colgate who would always be called on by professors to give the 'Indian perspective' and she hated it because it inherently suggested that all Native Americans think the same way and have the same experience, which is obviously not the case.
There are so many forms of diversity in the classroom. Race, ethnicity, gender, intelligence, socioeconomic status, sexual preference, and religion are some of the factors. In my classroom I will encourage an open and safe environment where my students are comfortable being who they are and where constructive conversations about the issues surrounding diversity take place.
Journal Entry - Experience is paramount
One big thing that I have taken from our intensive five week class was the fact that inquiry and other forms of experience-based education are an effective method for teaching social studies.
As I already believed it, this fact has been confirmed during our various class experiences. I have been an advocate for and practitioner of experiential education ever since I went on a seven day pre-orientation backpacking trip at Colgate University, where I got my first degree in Peace and Conflict Studies. I lead trips for the Outdoor Education program at Colgate for four years and now work for the Boise State Outdoor Program. I strongly believe that experience is the most effective way to learn with the highest knowledge retention rate.
Thus, the trick with teaching history will be to create experience based lessons to learn about something that has already happened. History is, by definition, something that happened in the past, and, therefore, impossible to experience first hand (the most powerful way to learn). It seems to me that the next best thing is to simulate first hand experience. This brings up the question of what exactly happened. Answering this question can be part of the lesson.
I feel that one effective experiential lesson about a historical event will be as follows:
Students research the event to find out what happened. As a teacher I will encourage them to research different perspectives and find out if there are conflicting reports of what happened. Once the research is complete, we will, as a class, write a play or skit based upon the event. This can be as formal or informal as is warranted and we have time for (e.g. we may or may not build consumes and a set). If appropriate we will perform two or more skits to present multiple points of view. These multiple perspective can act as a powerful lesson to my students to show that a historical source always has a perspective and usually the perspective is that of the dominate group (i.e. 'the winners').
As I already believed it, this fact has been confirmed during our various class experiences. I have been an advocate for and practitioner of experiential education ever since I went on a seven day pre-orientation backpacking trip at Colgate University, where I got my first degree in Peace and Conflict Studies. I lead trips for the Outdoor Education program at Colgate for four years and now work for the Boise State Outdoor Program. I strongly believe that experience is the most effective way to learn with the highest knowledge retention rate.
Thus, the trick with teaching history will be to create experience based lessons to learn about something that has already happened. History is, by definition, something that happened in the past, and, therefore, impossible to experience first hand (the most powerful way to learn). It seems to me that the next best thing is to simulate first hand experience. This brings up the question of what exactly happened. Answering this question can be part of the lesson.
I feel that one effective experiential lesson about a historical event will be as follows:
Students research the event to find out what happened. As a teacher I will encourage them to research different perspectives and find out if there are conflicting reports of what happened. Once the research is complete, we will, as a class, write a play or skit based upon the event. This can be as formal or informal as is warranted and we have time for (e.g. we may or may not build consumes and a set). If appropriate we will perform two or more skits to present multiple points of view. These multiple perspective can act as a powerful lesson to my students to show that a historical source always has a perspective and usually the perspective is that of the dominate group (i.e. 'the winners').
Journal Entry - American Social Studies and the Natural World
While in the Wind River Mountains in Wyoming for five days I thought about how the American landscape is one of the most amazing things about this country. From the Appalachian Mountains and vast deciduous forests of the East Coast, to the Great Plains, to the Rocky Mountains, to the sandstone formations and deserts of the Southwest, to the Great Lakes, to the oft rained upon Northwest with its huge trees (redwoods, cedars, etc.), to the tundra and enormous peaks of Alaska, to the tropical and semitropical climates of Florida and Hawaii, the USA has an impressive diversity of landscapes and habitats.
As a future social studies teacher, I feel that is it important to expose students to the natural diversity of this country. This begins with hands on exposure to the environments that are easily accessible to us. In Idaho, these environments include the Rocky Mountains, the Snake River Plane, and others. As a teacher I hope to organize meaningful field trips to these environments. I feel that this could be a great multidisciplinary endeavor involving science and social studies.
As a social studies component we can look at the uses of the different environments for economic and cultural purposes. We can look at how land-use has changed over time. We can compare how Native Americans lived on the land both before and after Columbian influence (or conquest) to how European Americans have lived and do now. We can look at how the environment affects the lifestyle and culture of the people living there, both now and in the past. We can look at water rights, land rights and other matters of special significance to Idaho. We can also look at the movement of peoples and how they interact with each other.
As a Science component we can look at the fora and fauna of Idaho as well as the geology. We can study rainfall and its effect on the biological makeup of environments of Idaho. We can look at humans' changing of the environment and how this change has impacted the environment as a whole.
To make this project effective it will be important to do both preloading activities and follow-up projects. Before the field trip(s) my students will know the specific expectations and assignments. I will set my student up so that the field trip is meaningful and productive. After the trip they will complete assignments that make the experience meaningful.
As a future social studies teacher, I feel that is it important to expose students to the natural diversity of this country. This begins with hands on exposure to the environments that are easily accessible to us. In Idaho, these environments include the Rocky Mountains, the Snake River Plane, and others. As a teacher I hope to organize meaningful field trips to these environments. I feel that this could be a great multidisciplinary endeavor involving science and social studies.
As a social studies component we can look at the uses of the different environments for economic and cultural purposes. We can look at how land-use has changed over time. We can compare how Native Americans lived on the land both before and after Columbian influence (or conquest) to how European Americans have lived and do now. We can look at how the environment affects the lifestyle and culture of the people living there, both now and in the past. We can look at water rights, land rights and other matters of special significance to Idaho. We can also look at the movement of peoples and how they interact with each other.
As a Science component we can look at the fora and fauna of Idaho as well as the geology. We can study rainfall and its effect on the biological makeup of environments of Idaho. We can look at humans' changing of the environment and how this change has impacted the environment as a whole.
To make this project effective it will be important to do both preloading activities and follow-up projects. Before the field trip(s) my students will know the specific expectations and assignments. I will set my student up so that the field trip is meaningful and productive. After the trip they will complete assignments that make the experience meaningful.
Thursday, July 16, 2009
Social Studies Websites - Federal Resources for Educational Excellence
Website:
http://free.de.gov
Content and Uses:
This is the Federal Resources for Educational Excellence website. This website has a plethora of primary documents that can be accessed (e.g a scan of the Lincoln’s handwritten original copy of the Emancipation Proclimation). The website connects to resources found in many federal entities such as the Library of Congress, Smithsonian Institution, National Park Service, Department of Energy, National Endowment of the Arts, NASA, National Science Foundation, etc., etc. This website is also multidisciplinary with content in many areas other than social studies.
Wednesday, July 15, 2009
Website Evaluation Exercise (CRAAP) - Iroquois Indian Tribe History
Website:
http://www.accessgenealogy.com/native/tribes/iroquioi/iroquoishist.htm
Relevance:
Authority:
Purpose:
http://www.accessgenealogy.com/native/tribes/iroquioi/iroquoishist.htm
Currency:
- Website is current (2004-2009).
- Some of the links direct you back to the page you are already on.
- The information is about the history of the Iroquois, there is no information from any years after the 19th century.
- The website is a genealogical website and the information about the Iroquois history that relates to names and movement of the nations that make up the Iroquois.
- I would not be comfortable using this website as a resource for a research paper. There are no citations and it is a company website with advertisements on screen. I am not confident that the information on the website is accurate.
- The site is the Access Genealogy website.
- The site is a ".com" site.
- There is no actual "author" listed.
- There is no contact information to anyone involved with the website, only a link to email the site to a friend.
- It is hard to tell what the level of authority is on this website and therefore I have to conclude that the authority level is low.
Accuracy:
- It is unclear where the information on the website came from. The title of one book is listed as a resource for further information, but the complete bibliographic information is not given, only the title.
- The information is not supported by evidence.
- The information is neither reviewed nor referred.
- The language has a fair number of grammatical errors including calling Cayuga Lake Cayuga Lane.
- There is no easy way to tell the accuracy level of the information on this site. The inattention to editing and detail leads me to believe that the information is suspect.
Purpose:
- The purpose of this website appears to be to give information about genealogy and to make money through advertising and promoting other genealogy websites.
- There is no actual stated purpose on the website.
- The information is presented as fact, but there is no actual evidence presented.
- The language in the website makes it clear that the information is presented from the white American perspective. The use of words such as regime (when referring to the French), the word 'tribe' rather than 'nation' (when referring to a group in Natives), the fact that the Iroquois are presented as a militaristic confederacy that was bent on acquiring new land, and the fact that the white conquest of Native Americans in not discussed show this perspective.
Tuesday, July 7, 2009
Website Evaluation Exercise (CRAAP) - The Iroquois of the Northeast
Website:
http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/index.html
Currency:
- Website is 11 years old (1998).
- All the links are functional.
- The information seems relatively current (as much of it is about past events and culture). However, there is no information from the past ten years; for example, there is no mention of Native American run casinos.
- The information about the Iroquois Nations is broad but not deep (covers a lot of topics but not much information about each). This website would be a good one for an introduction to the Iroquois (assuming the information is correct; there are no citations) but I would find other sources for an in-depth study.
- I would be comfortable using this website as one of several resources for a research paper. It has no citations but it is maintained by the Carnegie Museum of Natural History.
- The site is part of the Carnegie Museum of Natural History.
- The site is an ".org" site.
- There is no actual "author" listed only a copyright by the museum.
- There is contact information at the Carnegie Museum homepage.
- Except for the fact that there is no actual research cited, this website seems to have a relatively high level of authority.
Accuracy:
- This information comes from the Carnegie Museum of Natural History.
- The information is not supported by evidence.
- The information is neither reviewed nor referred.
- I can verify some of the information from personal knowledge.
- The language has no grammatical errors and seems relatively unbiased.
- All in all, this information seems pretty accurate, except for the lack of citations.
Purpose:
- The purpose of this website is to inform.
- The fact that it is a museum website suggests that its purpose is to provide an accurate depiction of Iroquois history, but there is not purpose stated.
- The information is presented as fact, but there is no actual evidence presented.
- The point of view appears to be objective.
- The fact that this website is from a white American museum means that the information provided is likely to be biased in favor of the white/European perspective of history. The website only mentions peaceful interactions between the Natives and colonists. There in no mention of the white conquest of Native peoples.
- The purpose of this website appears to be to provide information about Iroquois cultural traditions, but is biased toward the white point of view as evidenced by the omission of information about white conquest.
Sunday, July 5, 2009
Peace Monument in Hiroshima
Here is a picture of the monument in Hiroshima Peace Park. The statue on top is Sadako. On Peace Day (August 6th) thousands of origami peace cranes are placed at the monument's base. At the bottom the following poem is inscribed:
This is our cry, this is our prayer; peace in the world.
Friday, July 3, 2009
Book Review: Sadako and the Thousand Paper Cranes
Coerr, E. (1977). Sadako and the thousand paper cranes. New York: Dell Publishing.
Keywords
Hope, Peace, Hiroshima, Atomic Bomb, Leukemia, Death, Empathy.
Summary
Sadako is a 12 year old girl living in Japan who survived the Hiroshima atomic bomb when she was two years old. She loves running and avoids reminders of the bomb, such as survivors with scars. She starts having dizzy spells and finds out the she has the dreaded atom bomb sickness, leukemia. Sadako's friend tells her about a legend wherein if a person folds 1000 paper cranes the gods grant her a wish and make her well. As her health deteriorates, Sadako slowly folds cranes, but she is unable to complete the quest and ends up dying with 356 to go. A monument is erected in her honor and children place origami 'peace cranes' there every year on Peace Day, the anniversary of the dropping of he bomb.
Teaching Suggestions and Caveats
This is a powerful antiwar story. It is appropriate for a wide range of ages. It could be read aloud to younger students and could be read and studied in depth through high school. The story works on many levels. First, it is a sad story about a girl who dies from leukemia. Second, it is a story about the detrimental effects of war in general and the atomic bomb specifically. Third, it is about Sadako's transition from a carefree girl who avoids contanct with reminders of the Bomb (e.g. she won't look at survivers who are deformed) and has little thought for anyone but herself, to a dying girl who if forced to deal directly with the implications of the Bomb and has empathy for others. Fourth, it shows how the death of one person can cause hope in others, as Sadako and her quest have become a rallying cry for world peace.
Keywords
Hope, Peace, Hiroshima, Atomic Bomb, Leukemia, Death, Empathy.
Summary
Sadako is a 12 year old girl living in Japan who survived the Hiroshima atomic bomb when she was two years old. She loves running and avoids reminders of the bomb, such as survivors with scars. She starts having dizzy spells and finds out the she has the dreaded atom bomb sickness, leukemia. Sadako's friend tells her about a legend wherein if a person folds 1000 paper cranes the gods grant her a wish and make her well. As her health deteriorates, Sadako slowly folds cranes, but she is unable to complete the quest and ends up dying with 356 to go. A monument is erected in her honor and children place origami 'peace cranes' there every year on Peace Day, the anniversary of the dropping of he bomb.
Teaching Suggestions and Caveats
This is a powerful antiwar story. It is appropriate for a wide range of ages. It could be read aloud to younger students and could be read and studied in depth through high school. The story works on many levels. First, it is a sad story about a girl who dies from leukemia. Second, it is a story about the detrimental effects of war in general and the atomic bomb specifically. Third, it is about Sadako's transition from a carefree girl who avoids contanct with reminders of the Bomb (e.g. she won't look at survivers who are deformed) and has little thought for anyone but herself, to a dying girl who if forced to deal directly with the implications of the Bomb and has empathy for others. Fourth, it shows how the death of one person can cause hope in others, as Sadako and her quest have become a rallying cry for world peace.
Wednesday, July 1, 2009
Book Review: Freedom School, Yes!
Littlesugar, A. (2001). Freedom school, yes!. New York: Philomel Books.
Keywords
Civil Rights Movement, African American History, Racism, Mississippi race relations, overcoming oppression
Summary
Jolie, a black girl living in Mississippi in 1964, is surprised when a brick is thrown through her bedroom window warning her family against housing a young white woman from the North who will be teaching in the black community in a 'freedom school.' Despite this and other harassment and threats from racists, including burning the church down, the black community perseveres and Jolie and others learn about African American history in the freedom school. In the process Jolie learns to be brave and overcome obstacles.
Teaching Suggestions and Caveats
This story seems appropriate for grades 1-5. It would be a great story to read while learning about the Civil Rights Movement. It seems that this aspect of civil rights (freedom schools) is one that is not talked about very much, and therefore it might be an appropriate addition to the regular curriculum. The illustrations by Floyd Cooper are well done and slightly surreal or impressionistic. This provides an interesting juxtaposition to the sometimes intense content (arson, threats), and could have the effect of lessening the impact of the harsh realities of racism in America. This may be undesirable.
The fact that the freedom school teacher is a white woman helps to show that America was not a white versus black culture as it is often painted, but there were many people on the spectrum from racist to antiracist.
Keywords
Civil Rights Movement, African American History, Racism, Mississippi race relations, overcoming oppression
Summary
Jolie, a black girl living in Mississippi in 1964, is surprised when a brick is thrown through her bedroom window warning her family against housing a young white woman from the North who will be teaching in the black community in a 'freedom school.' Despite this and other harassment and threats from racists, including burning the church down, the black community perseveres and Jolie and others learn about African American history in the freedom school. In the process Jolie learns to be brave and overcome obstacles.
Teaching Suggestions and Caveats
This story seems appropriate for grades 1-5. It would be a great story to read while learning about the Civil Rights Movement. It seems that this aspect of civil rights (freedom schools) is one that is not talked about very much, and therefore it might be an appropriate addition to the regular curriculum. The illustrations by Floyd Cooper are well done and slightly surreal or impressionistic. This provides an interesting juxtaposition to the sometimes intense content (arson, threats), and could have the effect of lessening the impact of the harsh realities of racism in America. This may be undesirable.
The fact that the freedom school teacher is a white woman helps to show that America was not a white versus black culture as it is often painted, but there were many people on the spectrum from racist to antiracist.
Book Review: Ian's Walk: A Story about Autism
Lears, L. (1998). Ian's walk: a story about autism. Illinois: Albert Whitman & Company
Keywords
Autism, family, disability, brothers and sisters, senses and sensation
Summary
The story Ian's Walk: A Story about Autism, by Laurie Lears with illustrations by Karen Ritz, is a picture book that tells a simple but powerful story. It is told by Julie, a young girl (middle school age?) who goes on a walk with her older sister and her younger brother, Ian, who is autistic. As they travel to different places she talks about how Ian experiences the world differently from non-autistic children. When Ian wanders off, Julie, after momentary panic, uses her knowledge of how he thinks to find him, and realizes that she loves him despite his sometimes frustrating condition.
Teaching Suggestions and Caveats
This book would work well to introduce a class to autism. It gives some basic information about autism and how it affects family members of autistic people. The simple story and colorful pictures are easy to understand and yet convey important information. No in-depth information is given about autism and its effects on a family, so other sources would be necessary if a student wanted to learn more. This book seems appropriate for grades 1-3 or so.
The story portrays a white family in a predominately white community. There are several non-whites portrayed but for the most part they are in the background. Minority students might have some trouble identifying with this book. Also, based on its simple prose and storyline, some students might find this book to be boring.
Keywords
Autism, family, disability, brothers and sisters, senses and sensation
Summary
The story Ian's Walk: A Story about Autism, by Laurie Lears with illustrations by Karen Ritz, is a picture book that tells a simple but powerful story. It is told by Julie, a young girl (middle school age?) who goes on a walk with her older sister and her younger brother, Ian, who is autistic. As they travel to different places she talks about how Ian experiences the world differently from non-autistic children. When Ian wanders off, Julie, after momentary panic, uses her knowledge of how he thinks to find him, and realizes that she loves him despite his sometimes frustrating condition.
Teaching Suggestions and Caveats
This book would work well to introduce a class to autism. It gives some basic information about autism and how it affects family members of autistic people. The simple story and colorful pictures are easy to understand and yet convey important information. No in-depth information is given about autism and its effects on a family, so other sources would be necessary if a student wanted to learn more. This book seems appropriate for grades 1-3 or so.
The story portrays a white family in a predominately white community. There are several non-whites portrayed but for the most part they are in the background. Minority students might have some trouble identifying with this book. Also, based on its simple prose and storyline, some students might find this book to be boring.
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