“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

BUILDING A SOCIAL STUDIES CLASSROOM COMMUNITY

JCPS Elementary Conference for All

Jennifer Gray

“In the face of positive relationships, students more readily accept rules, procedures, and disciplinary actions that follow violations of the rules.” -Marzano, 2003  

 Why do we need to build a community?

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]

It takes too much time.

“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  

We don’t have time not to.

Session Objectives:

Learn practical techniques to facilitate learning and engagement in elementary classrooms to integrate social studies concepts into community building.

Section One: Learning Climatea safe environment supported by the teacher in which high, clear expectations and positiverelationships are fostered; active learning is

promoted

Participants will… Characteristics of Highly Effective Teaching and Learning

CHETL

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

WORLD TRAVEL PAGE

BUILDING A SOCIAL STUDIES COMMUNITY UNITEssential Question: How do I compromise, cooperate, and solve conflicts at school and in the real world?

Conscious Discipline

Lesson Materials Activities1-We’re All In This Together

-Class created puzzle or magnetic cookie sheet populated with student pictures

1. Display the whole class visual (puzzle or circle) and discuss how everyone is needed to make a whole. Point out that when someone is missing, the puzzle or circle is not complete and relate it to attendance. Introduce the classroom community concept by discussing how it is important for each of us to work together cooperatively. Discuss things that should been seen in an effective classroom community.

Social Studies Unit: Building a CommunityEssential Question: How do I compromise, cooperate, and solve conflicts at school and in the real

world?

The Morning Meeting Book by Roxann Kriete, “It Mattered That I Came”

Lesson 2 – Employability/Jobs

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.”

Classroom Jobs

“Contributing to the welfare of others builds self-worth.”

Conscious Discipline,Dr. Becky A. Bailey

1. Make a list of all the class management tasks you do. From this list, decide which jobs can be turned over to children.

2. Involve the children. Ask for their assistance in coming up with the jobs and creating the job board.

3. 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

Classroom Jobs (two different avenues)

Helps every child learn necessary skills

Helps students develop specific skills and become experts

Easier for all to remember

Add 3-4 rotating jobs

Every Student Performs All Jobs (Rotation)

Every Student Keeps Same Job All Year

Economics & Community (two different views)

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

Extrinsic Intrinsic

2-Employ-ability/Jobs

-Your job chart and economic connectio

n

1. Ask students to tell why we go to school. Lead students through the discussion that we go to school to learn what is necessary to become successful in life through becoming employable people. Then pose the following questions to students: Why do people work? What would happen if no one in our community worked?

2. Have students tell you what they want to be when they grow up and chart the future jobs. From that, create a web off of a few of the jobs listing the skills and characteristics a person would need to be successful at that job. When finished, highlight all of the skills/characteristics that appear several times. Talk about why they are important for most jobs. Characteristics to make sure you include are: good attendance, honesty, dependability, punctuality, courtesy, cooperation, flexibility.

3. Introduce your classroom jobs and economic connection, if applicable. Discuss the application process or how jobs will be assigned. If using the application process, talk about what a good application would look like and why the characteristics that are highlighted on your chart would also be important in each classroom job.

4. Discuss how your classroom will look when all of jobs are filled and students are performing their jobs. Lead students back to the previous questions of: Why do we work? What if no one in our community worked?, only this time relate it to your classroom jobs. Relate back to your whole class visual.

Lesson 3 – Cooperative Learning

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!

Role Job

Speaker The Speaker’s job is to present the group’s information when asked and to participate equally in the task.

Recorder The Recorder’s job is to record any required information and participate equally in the task.

Leader The Leader’s job is to ensure that each person is participating and doing their individual job as well as participate equally in the task.

Reader The Reader’s job is to read any directions or required reading passage aloud to the group as well as participate equally in the task.

Time and Task Keeper

 The Time and Task Keeper’s job is to ensure that the group is working efficiently and will be finished on time as well as participate equally in the task.

3-Cooperative Learning

-Cooperation definition to post

-Learning group posters(roles and jobs, expectations, rubric, preset learning groups)

1. Display and discuss the definition of cooperation. Have students brainstorm to think of a time when they cooperated and achieved a goal. Then have students do a Think-Pair-Share of a time when they tried to cooperate and didn’t achieve the goal. Discuss what went wrong in each example.

2. Explain that cooperative learning is when students work together in a group to achieve a learning objective (the goal). Explain that just like our classroom community, each member of a group must contribute for the goal to be achieved. Show and post learning group expectations and rubric.

3. Introduce learning group roles and jobs and have students divide into their initial groups to complete a task.*

4. Stop students after 3 or 4 minutes and ask: What is going well? On what do we need to improve?

5. Allow groups to complete the task, stopping as often as necessary to reevaluate.

6. When the task is completed have each member fill out a self-evaluation form or have the group fill out a group assessment.

Stress and Anger ManagementRights and ResponsibilitiesTattling

Lesson 4

4-Stress and Anger Management/Rights and Responsibilities/Tattling

-STAR Breathing poster

1. Ask students to describe situations when they have been angry or stressed. Discuss what strategies they used to deal with it. Give students ideas for stress and anger management (deep breaths, counting to 10, journaling). Introduce the STAR breathing from Conscious Discipline and display poster.

2. Ask students: What are your rights at school? (not to be bullied, to be

safe, to learn, to make friends, to express feelings, etc.) What should you do when your rights are violated? When you see someone else’s rights being violated, what

is your responsibility? What is tattling? Is tattling wrong or right?

3. Explain the helpful/hurtful tattling process by saying this:

“Most students “tattle” either to be helpful or hurtful. You only tattle to be helpful when you don’t feel safe. When you don’t feel safe, it is necessary to tell the teacher or another adult. That kind of tattling is okay. Tattling to be hurtful is different. You tattle to be hurtful when you want to get another person in trouble. Hurtful tattling should be avoided. Instead, you should ask yourself how you can be helpful. For instance: Maria goes to the teacher and reports that Ben is sharpening his pencil and dropping pencil shavings on the ground. Is Maria tattling to be helpful or hurtful? Yes, that’s right, she is being hurtful. She wants to get Ben into trouble. How could she be helpful instead? Could she instead say to Ben, “Ben, would you like for me to bring you the garbage can for your pencil shavings?” That way, Maria is being helpful to Ben instead of being hurtful. Can anyone think of another situation when hurtful can be changed to helpful?” (Adapted from Conscious Discipline, Bailey)

Lessons 5 & 6 – Conflict Resolution

5-Conflict Resolution

-Conflict, resolution, apology, forgiveness, reconciliation definitions

-FAIR acronym poster

-I-Messages and apology posters

-Classroom conflict forms

1. Discuss the definitions and meanings of conflict and resolution and ask students to give examples of a time they have been in a conflict and how they resolved it.

2. Explain that people can have conflict with others or within themselves, but that we are going to focus on conflict with others and good problem solving skills. Discuss how to recognize a conflict.

3. Introduce the FAIR acronym and the “Use your words! Give an I-Message!” poster to help students deal with conflict.

4. Display the definitions and discuss the meanings of the words apology, forgiveness, and reconciliation.

5. Introduce the “Words to Use When Apologizing” and “Words to Use When Forgiving” posters.

6. Display the definition and discuss the meaning of the word compromise and ask students to tell you how it is helpful.

7. Have students role play many different situations and scenarios to practice conflict resolution. Assist them with using the posters.

8. Discuss when it is necessary during a conflict to ask for help from a teacher or another adult.

9. Introduce a conflict form and explain how it will be used in your classroom.

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. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6-ConflictResolutionPractice

-The First Strawberries retold by Joseph Bruchac (book)

-All posters

1. Read aloud The First Strawberries, retold by Joseph Bruchac.

2. Have various students replay/role play the situation in the book when the conflict first occurred, changing the story to avoid the conflict.

3. Have various students role play a different ending to the story, using I-Messages and Words To Use When Apologizing/Accepting An Apology, using the FAIR poster.

4. Discuss how compromise could have helped in the story.

Lesson 7 – 3Cs

7-3Cs Book

-Colored Paper-Example to display

1. Students will make a 3Cs book that includes three flaps; conflict, cooperation, compromise.

2. Students will keep the book in their Social Studies Folder and record examples of each throughout history as the year progresses.

3. Have students reflect on the unit essential question as an exit slip or in social studies notebooks.

STANDARDS!!!

Employability Skills

PL-EP-4.2.1 Students will identify how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school and work.

PL-04-4.2.1 Students will describe how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school and work.

PL-05-4.2.1 Students will explain how and why personal responsibility and good work habits (e.g., school attendance, honesty, cooperation) are important at home, school and work.

PL-EP-4.2.2Students will describe team skills (e.g., cooperation, communication) used to complete tasks more efficiently at home, school and work.

PL-04-4.2.2Students will describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school and work.

PL-05-4.2.2Students will describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school and work.

PL-EP-1.1.1Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

PL-04-1.1.1Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

PL-05-1.1.1Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

PL-EP-1.1.2Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening).

PL-04-1.1.2Students will describe strategies for stress management, problem solving, conflict resolution and communication (e.g., self-esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights).

PL-05-1.1.2Students will recommend effective strategies for responding to stress, conflict, peer pressure and bullying (e.g., fairness, compromise, standing up for one’s rights, anger management, problem-solving, refusal skills, verbal/nonverbal communication).

End of Primary 4th 5thSS-EP-1.3.1Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.

SS-EP-1.3.2Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.

SS-EP-2.3.1Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school.

SS-EP-2.3.2 Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

SS-04-2.3.1Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers).

SS-04-2.3.2Students will give examples of conflicts between individuals or groups today and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication) to use.

SS-05-2.3.1Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.

SS-05-2.3.2Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

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.

to incorporate social studies into daily community building…

STRATEGIES

Click icon to add picture

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. (Roxann

Kriete)

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

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

Read Alouds

For Every Historical Era

Letter/State of the Day

Problem Solving and Feel Good Stories

Technology

Wallwisher

Wordle

Historical Tweets

http://www.wallwisher.com/

http://www.wordle.net/

Historical Matrix

Historical Matrix

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

Heroes and Quotes

Dr. Dennis Denenberg

50 American Heroes Every Kid Should MeetByDennis Denenberg & Lorraine Roscoe

Posters, trading cardshttp://www.theheroesclub.org/

Conscious Discipline

Conscious Discipline.com – Shubert’s Classroom

Sensory Slides

Blue-

appetite depressant, sedative, lowers fevers, reduces inflammation

Red

Red and Infrared –

appetite stimulant, stimulates senses, activates circulatory system

Autism schools – no one allowed to wear red 

Orange –

builds bone, stimulates thyroid and stomach, strengthens lungsO

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.

Pink –

decreases anger

-Arizona prisoners

-Little girls and pink 

Green –

harmonizing (middle of spectrum), balances the body, stimulates the pituitary and acts as a germicide

Lighting

Best lighting is the sun.

Florescent or luminescent lighting Emitted by a high frequency pulse Is irritating and causes distraction May cause undesirable output

Incandescent lights Come from hot sources and emit a constant light

without a frequency This brightness has the potential of altering the CNS

response

Think of a casino. What does the carpet look like? What

does it sound like? What are the lights like?

How are they designed to prohibit sleep? We have heard that they pump oxygen,

what else do they do?

Scent

Orange – awakens, inspires creativity Lemon – memory and concentration Peppermint – arousal and digestion Lavender – health, pain, relaxing,

headaches, good for ADD

Safe place/reflection station

When creating, remember color, light, and scent.

“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