Sarah Klaiber 12/10/11

Choice 1: Making Your SS Beliefs Real Making Students Voices Heard One idea that has been central to my thoughts on teaching social studies is that students voices need to be heard. Whether it be through the curriculum or through discussion, students need to feel that their ideas, culture, and history is heard in and out of the classroom. With boxed curriculums and the emphasis on standardized testing, childrens voices are rarely heard. I also feel like there is a lack of respect for students ideas. After reading Black Ants and Buddhists and completing Inquiry 3, I realized that even young children are able to form opinions and ask critical questions. Too often we do not give children the credibility that they deserve. Also, too often curriculums do not provide students the opportunity to hear the voices of their cultures. As teachers, we need to give students the opportunity to share their ideas and hear the voices of their heritage. Through methods of inquiry, the use multicultural curriculums, and student activism, the voices of students can be heard and appreciated. Students can also make meaningful connections between social studies and their own lives. One major way to make students voices heard in the classroom is by incorporating inquiry into lessons. As stated in Doing History, People learn when they seek answers to the questions that matter to them; their understanding changes only when they become dissatisfied with wheat they know (16). This quote says a lot to me. It says that students need to be asking the questions. If students are asking questions, they will be finding information that is meaningful to their lives. They ask questions that they care about. Giving students the opportunity to ask questions is so necessary because it gives students choice. Giving them this

choice makes them feel that their questions and ideas are important. Children are naturally inquisitive. Teachers should take advantage of this quality instead of suppressing it. Giving students the opportunity to investigate questions that have meaning to their lives allows for genuine learning, as well as the building of student self concept. Another important way to make students voices hear is through the use of a multicultural curriculum. History is told from multiple perspectives. We need to make sure that we bring these perspectives into our classrooms. We cannot tell history only from the perspective of a European male because so much information and ideas would be missing. Students deserve to learn about history through the eyes of all those involved. They need to hear the voice of the Native American, as well as the settler. They also need to learn the histories of people similar to themselves. We cannot only teach the U.S. History when there are so many histories to tell. Through the use of a multicultural curriculum, students can learn about these different histories, and see themselves in history. Inquiry can also play into these ideas. Students can inquire about what they are being taught, or whose voice is being heard. Students should learn how to look at a text a decipher whos telling the story, and what perspectives or ideas are missing. Learning the truth about history requires asking critical questions about information given. Students can also connect history to their own lives by creating personal histories. Allowing students to research their own family history opens so many doors. Students learn about what history is, while making connections between history and their own lives. Students are able to see where the voice of their ancestors play in to historical events. Making such connections is a powerful things. It brings meaning to learning, and makes history less abstract.

Students start to make personal connections, bringing an understanding of the motivations of people in the past (Levstik 47). Students can also learn that their voice is valuable through student activism. Many children, and adults, seem to believe that children are unable to make a real difference. Activism is seen as a job for adults. Yet, this doesnt have to be true. Students, even young students, have the power to make a difference in the world. Students can, and should be appropriately made aware of social issues within our society. Children have a general sense of what is right and wrong, and are able to form opinions on real issues. Together, classrooms can form plans based on student input, that can act on issues of injustice. When talking with my students for Inquiry 3, I realized that students are very aware of cultural inequality. They were able to talk about ways different cultures are mistreated, even in school. They were even able to brainstorm different ways to prevent stereotypes. I really realized that young students care, and are able to form both opinions and solutions to such injustices. Teaching children that their voice is important and can make a real difference is extremely beneficial. If we teach children this at a young age, they will carry it with them for the rest of their lives. They will become adults who know that they can make a difference in society. Students will also start to feel a sense of empowerment, and control over the education they are receiving. They will recognize injustice, even inside of a classroom, and feel comfortable speaking out against it. They will notice if a teacher only reads books about white American culture, and they will say something about it. They will be motivated to raise money for causes such as UNICEF and others that help those in need. I truly believe that teaching children that their voice can be heard, and that their actions are powerful, is one of the most important things

we can do as teachers. These students are the future of our country. If they feel insignificant now, they may continue to feel this way. When students are not given a voice they may feel inferior, and do not learn how to ask critical questions about their place in society. Every classroom is its own community and society, and having a voice in a classroom society prepares students for participation in society as a whole. Throughout this semester I have learned how necessary it is to make students voices heard in the classroom. I really realized how students can contribute to classroom community, as well as society as a whole. Through inquiry, students can make learning social studies meaningful to their lives. When students are learning social studies, they are also learning ways to apply their knowledge. If students are encouraged to be active community members, they can make true differences fighting against injustice. Yet, students will only make it to this level of confidence if we as teachers allow students to ask critical questions, and make personal connections to the curriculum. We need to embrace the perspectives of all cultures, and celebrate these voices in every classroom.

The History of Me Position within sequence: Beginning of the year, first lesson Enduring Understandings or Essential Questions: What is history? What is your personal place in history? How have events of your past impacted your life today? Prerequisite Knowledge: Students will have a general understanding of how to research Procedures: -Ask students to write in their journals what they think history is. -Discuss with the class what students wrote. -Ask if there could be a History of Ms. Klaiber or a history of Jen. -Introduce the History of Me project. Explain to students that they will be writing their own personal history and presenting it to the class. Sj1 -Show a previously made example of a presentation on the teachers life history. Explain each part of the presentation, and how information was found. SIOP3 -Give students a class period to brainstorm the most important events in their life. Then have them interview family members about what they remember about their life. CF-I, SIOP2 -Discuss with students what could be an important event, and that it is entirely up the student what they want to share. -Give students time to write a narrative, and create a poster, movie, or powerpoint to present their personal histories SJ7. I hope the variety of media options will help diverse learners express themselves the way they feel most comfortable. CF-P. SIOP 7 TH 6 -Let students present. After presentations discuss the different events. Compare what events students chose. Discuss how every student has a different history, and has different experiences that impact their perspectives. Discuss how we must respect all perspectives and cultures SJ8. Make connections between personal histories and the histories they will be learning in class. Discuss what students might have notices when collecting information. Did everyone remember events the same? Did you receive conflicting information? Can we only rely on memory to create history? How might this relate to how history is told today? *I hope this lesson will help students make personal connections to history. I want them to understand what history is, and how it can be told from multiple perspectives. Th1

Social Boundaries Activity Map Time of year for lesson: Middle or end of year Enduring Understandings or Essential Questions: How do students view different social and cultural groups within the school and society? How do views and opinions within the classroom differ? How and why are communities segregated? Prerequisite Knowledge/Experiences: Students must be familiar with the layout of their school, as well as different social groups within the school. Materials: Notebooks, poster paper, markers A Detailed Description of how this lesson will proceed: Students will be asked to think about if they were to look down at the school, who would be congregated where. For a week, students should observe the hallways and lunchroom. Students should take notes daily on what they observe. Th 4 -After a week, have students sketch a layout of the school and where they believe social devisions lie. Remind students to stay respectful, and avoid using stereotypes. After students finish their maps, the teacher should facilitate a discussion about the maps. Have students compare their maps. Possible questions to ask could include: Did you map the school differently? How were groups labeled? Did the labels vary? Why? What did the students notice that the teacher didn't? Why might this be? Did individual students notice different things? Why might this be? What did the teacher notice that the students didn't notice? Why might this be? What have you learned about labels and your perspective? Does this information challenge any assumptions you may have had? What can you change in your classroom and school to reflect this new information?

Students should critically look at the community and society in which they live and attend school. I hope that students will critically look at the generalizations they, and their peers make about different groups of people SJ3. I hope that students will be able to respectfully discuss these perspectives, and learn from each other. I want students to realize how their views are important, but may differ from others in their class. Students should also realize that a school is like a scaled down version of a town or city. Students should discuss segregation in towns, and how it connects to segregation in schools. Ask students how they might be able to desegregate their school. What are some solutions? SJ4

HYPERLINK "http://www.tolerance.org/activity/social-boundaries-activity-map-it-out" http:// www.tolerance.org/activity/social-boundaries-activity-map-it-out

Im a Leader Too Time of year for lesson: January/February Enduring Understandings or Essential Questions: Prerequisite Knowledge/Experiences Students will have a general understanding of what a leader is. Materials: Construction Paper, Hole punch, yarn, crayons, markers, book about a famous leader such as MLK. A Detailed Description of how this lesson will proceed: -Cut out 2 medium sized circles per student. Punch a hole in the top of one circle, and in the top and bottom of the other circle. Cut one long piece of yarn and one short piece of yarn per student as well. -Read an appropriately leveled book to the class that talks about the life of a famous leader, such as MLK. -Discuss with the class the characteristics of the leader. Who was the leader? Why was he or she important? What did he or she do for his or her community and for our country? Are the contributions made by this leader unique? Write the key words describing the leader on the board. SIOP 4 -Next discuss the leadership characteristics of the students in the class. Have students discuss their own skills, capabilities, and times they have been a strong leader. Write key words on the board that students use to describe themselves. Th 5 -Pass out the circles and string to each student. Have students write the name of the leader, 3 descriptive words, and draw a picture of the leader. -On the second circle have the students write their name, three words that describe themselves, and a picture of themselves. -Tie the two circles together with the short string, and tie the long string in a loop to make a necklace. -Allow students to walk around and share with the other students the connections between the leader and themselves. SJ5 -Further discuss ideas about how to become better leaders. Allow students to share ideas about ways they can show leadership in the classroom. Allow students to discuss other leaders in their

lives, who may not be famous. Discuss how even those who are not famous can be strong, influential leaders. -Assess students based on their participation in discussion. --I hope that this lesson will help students make connections between famous leaders and leaders in their own lives. I want students to realize that famous leaders were real people, just like them. This lesson will help students make personal connections to historical figures. It will also give students a sense of empowerment to know that they hold many of the similar characteristics as famous leaders. HYPERLINK "http://www.tolerance.org/activity/peaceful-lessons-peaceful-leaders-imleader-too" http://www.tolerance.org/activity/peaceful-lessons-peaceful-leaders-im-leader-too Grade: 5 Time of year for lesson: Around Thanksgiving Enduring Understandings or Essential Questions: How and why do we celebrate Thanksgiving? What can we learn from diverse groups shared experiences? What is the story of Thanksgiving from a Native American perspective? Prerequisite Knowledge/Experiences Students will have a general understanding of Thanksgiving, and why Americans celebrate the holiday. Standards: 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. Student Objectives: Students will ask questions about what they want to learn about Thanksgiving Students will compare perspectives on Thanksgiving Students will reconsider their initial ideas about Thanksgiving. Students will discuss the social justice issues surrounding Thanksgiving. Social Justice Principles: SJ 2- Critical SJ 3- Multicultural, anti-racist, pro-justice SJ 4- Participatory SJ 6- Activist

Learning as grounded in the lives of our students; critical; multicultural, anti-racist pro-justice; participatory, experiential; hopeful, joyful, kind, visionary; activist; academically rigorous; culturally and linguistically sensitive. Helps students understand power relationships in society and sets the framework for addressing issues of social justice. Helps students to see social issues from a variety of perspectives and to think critically about definitions and meanings. Students are provided with opportunities to use their learning to express their opinions, make statements, and effect real change. Assessment: Students may be assessed on their participation in discussion, as well as their completion of the KWL chart and journal entry. These different modes of assessment will meet the needs of diverse learners. Some students will be more comfortable sharing their ideas during discussion, while others will elaborate more in their journal. Time: 1 hour Materials: KWL Charts Copies of HYPERLINK "http://www.uaine.org/wmsuta.htm" The Suppressed Speech of Wamsutta James from the United American Indians of New England Copies of HYPERLINK "http://www.purewatergazette.net/ nativeamericanthanksgiving.htm" Thanksgiving: A Native American View by Jacqueline Keeler from the Pure Water Gazette Opening: -Review goals and objectives, and build background information about Thanksgiving SIOP8. Th3 -Start the lesson with a discussion about Thanksgiving. What is Thanksgiving? What does your family do on Thanksgiving? Why do we celebrate the holiday? What historical information do you know about Thanksgiving? SJ Do you think everyone has the same opinion about Thanksgiving? Where did you learn these stories? What are some values you associate with Thanksgiving? -Have students work in small groups to fill out what they know and what they want to know about Thanksgiving on KWL chart. Procedure: -The teacher should give a little background information on the two articles. The first speech my Wamsutta James in 1970 started the Day of Mourning celebrated by some Native Americans on

Thanksgiving. The essay by Keeler describes her views on Thanksgiving and why she celebrates the holiday. -Students should read the articles in partners and discuss what they learned SIOP5. Students can add to their KWL chart as well. CF-C, SJ -The class should then come together and discuss what they read. Possible questions: SJ How are the perspectives of the articles different from each other, and from your initial understanding of Thanksgiving? How has your understanding of Thanksgiving changed? Do you think we should continue to celebrate Thanksgiving? How can we raise awareness about the true story of Thanksgiving? Wamsutta James' speech inspired some Native Americans to boycott Thanksgiving and instead observe a National Day of Mourning. Keeler takes a slightly different approach. Which approach makes the most sense to you? Why? Reflect back on the values of Thanksgiving you described at the start of the activity. Did the Pilgrims uphold these values in their treatment toward the Indians? Why? What was new to you in the authors' descriptions of the first Thanksgiving? Why do you think these details are sometimes omitted from popular culture's take on Thanksgiving? Be sure that all students participate at some point in the discussion. These questions should check for understanding of the text, as well as how the students connect to the text. SIOP 6. Th 2 Closing: After class discussion have students write in their journal about their new view of Thanksgiving. Students should identify things they learned. They should also identify any more questions they have about things they want to know about Thanksgiving. Have students also write about how they would discuss Thanksgiving with other students who did not know about other perspectives. How would they respectfully try to raise awareness? SJ6. CF-SJ HYPERLINK "http://www.tolerance.org/activity/thanksgiving-mourning" http:// www.tolerance.org/activity/thanksgiving-mourning

Sources: Cowhey, Mary. Black Ants and Buddhists. Portland, Maine, Stenhouse Publishers, 2006 Levstik, Linda and Barton, Keith. Doing History. New York: Routledge, 2011 Teaching Tolerance, A Project of the Southern Poverty Law Center. 2011 www.tolerance.org/activities.