Social studies Development in Early childhood Education-Portfolio prepared by Arianny Savinon

EDC 739:
Portfolio
Social Studies Concept
Development in Bilingual/Bicultural
Early Childhood Settings,
Birth to Grade 2
Arianny Savinon-Perez
Lehman College
Fall 2013
Bronx, New York

Course number and title: EDC 739: Social Studies Concept Development in Bilingual/Bicultural Early
Childhood Settings, Birth to Grade 2.
Instructor: Annabelle Paredes
Content
Assignments Grades/Score
SS autobiography Pass/Fail
RJE(summary of chapters and reflection) 10
Response to Black Board Postings/Articles 10
Field Work: Interview/ Class Observation
Research On Historical Sites
Individual Presentation: Chapter 10
25
Article Review
Children Literature: book Summary
10
Website Critique 5
Lesson Plans 20
Professionalism 20
TOTAL 100

Index
Assignment Page(s)
• SS Autobiography
• Journal entries(chapters)
• Response to Bb Assignments
• Field Work part I: Standards
• Field Work Part II: Class Observation
• Projects:
• Article Review
• Children Literature
• Website Critique
• Research On Historical Sites
• Important Places of the community
• Lesson Plans
• Reflection on lesson taught
• Individual Presentation
1

Social Studies Autobiography
[pass/fail]
In order to recall your experiences with Social Studies in your native and second language,
students will interview each other by asking questions about how they learned social studies
on the first day of class. Then you will write your SS autobiography focusing on your
learning experiences in both languages and reflecting on how those experiences affect your
academic life.

SS Autobiography

I consider that social studies are related to the study of people, culture, physical environment and the
way they interact with each other. This includes places, people, society and its organization, and human
interaction, including friendship, rules, and people’s role in society, etc. Some of the topics covered by
social studies are: people, social status, laws and regulations, diversity, location of places of the world,
beliefs, customs, values, etc.
In my native language the topics I learned while taking Social Studies lessons were related to concepts
about to geographic locations, family, maps, the Earth and its resources, countries, flags of the world,
government, politics, economy, presidents and famous people of the world. Meanwhile, in my second
language I explored another aspect of social studies, such as importance and implication of citizenship,
freedom, immigration, diversity: social and ethnic differences, discrimination, the value of rights and the
role of education in society.
In my particular case, these experiences have had a positively impact in my professional and personal
life. The knowledge acquired helped understand how to become an active member of society. Also, I
became more interested in knowing more about my rights and the importance of getting a better education
as the key for social and economic growth. In addition, knowing about different cultures has contributed
to develop tolerance and appreciation for other’s values and customs. As an educator, I recognize the
importance of teaching social studies to young children in order to create awareness and appreciation for
all the social factors that surround them.

Response to Readings Journal Entries
(RJE)
[10 points]
Using critical analysis, write about your reaction, relevant experiences and its application to
fieldwork to each chapter in your journal entries.
These journals entries should include the following:
• A summary of your observations and reaction to the readings for that
week; and
• A discussion of how can you apply this acquired information to your
practice, fieldwork experience and to your personal experiences with social
studies.

Response to Reading Journal entry
Chapter I: These Are the Social Studies
Summary and Reflection
Social studies are defined as the integrated study of the social sciences and humanities to
promote civic competence. The purpose of the social studies is to help children develop ability to
make decisions as citizens of a culturally diverse, democratic society in an interdependent world.
Social studies is an important element in young children’s education. This serves as a foundation
for future understanding of more complex ideas. Learning social studies takes place naturally as
children participate in classroom activities in which they can experience democracy, decision
making and other factors that will help them use the knowledge, attitudes, skills and processes
that will serve for later social studies learning. In the past, there different approaches used to
introduce children to social studies were based on study of fact to be memorized, which were
neither functional nor meaningful for children. In contrast, nowadays teaching social studies is
founded on the fact that a child should be oriented to “do social studies” by being exposed to
different functional and meaningful experiences. The contribution John Dewey, Jean Piaget’s
and Vygotsky’s theories of learning to this field has encourage educators to make substantial
modifications to the social studies curriculum and teaching approaches. Also, educators have
assumed that children develop ideas and concepts about their world when they are very young.
Therefore, their prior knowledge is used as a foundation for teaching new concepts. Social
studies is oriented to train children in the skills and habits necessary to function and participate in
a democratic society. This allows children absorb the information provided through firsthand
manipulation and encounter such as play, active learning and connection of new learning with

previous experience. Social studies also focuses on supporting and fostering the social and
emotional growth of young children through teaching how to share materials and ideas, healthy
relationships with others, responsibility for their behaviors, interest, cooperation, appreciation for
others and development of self-concept and self-respect.
As a professional, acquiring this knowledge about the implications of teaching social studies
to young children gives the base to become a more effective social studies teacher. I would apply
these in my classroom by providing children different experiences that are integrated and
meaningful to them. This will be done through the integration of the topics into children’s
cultural background, personal knowledge, interests, family and experiences in their community. I
will take into account the different stages of children’s development to provide them with
developmentally appropriate practices that match their cognitive, emotional, social and physical
maturity. This chapter helped me understand that teaching children isolated facts doesn’t provide
children meaningful learning. I believe that children are capable of acquiring high level
knowledge at a young age, and as an educator, I need to provide children with developmentally
appropriate practices and tools they need to promote thinking development and expand their
capabilities in all aspects of their life.

Chapter II: Planning and Assessment
Summary and reflection
When teaching social studies to young a child is very important for educators to know about children’s
development, cultural background and interests. This knowledge will lead teachers to make appropriate
decisions when planning goals, objectives, teaching strategies, meaningful activities, and assessment.
Although all children pass through same stages of development and have similar needs, as individuals,
they are very different and unique. Therefore, when planning, educators have to take into account this
knowledge to select appropriately the strategies and assessment that best fit each child’s needs in the
classroom. The reference point for doing this is to use children’s experiences, abilities and individual
needs as a reference for effective learning, planning and assessment. Teachers should create an inclusive
environment where all children can learn and expand the skills and abilities they need to perform as active
member of society (independence, autonomy, pride, tolerance, empathy, and appreciation for cultural
diversity, competency, confidence and respect).
Another important aspect I learned from this chapter is that for teaching social studies to young
children is that educators need to become acquainted with children’s ethnic, subcultural background and
values of the community where they live. In addition, when planning, in order to match the standards with
the resources available and to provide effective teaching, teachers need to acquire in-depth knowledge of
the concepts key to each social science, and the skills and values considered to be part of social studies.
Some of the skills children learn in social studies class are map reading, thinking, finding and using
information, and social skills, attitudes and values. For effective planning, teachers should select goals
and objectives for children’s learning of content and skills that will foster each child’s own worth and
dignity, respect for self and others, participation, responsibility for the group, and disposition of learning
to learn. I agree that planning is essential for successful teaching and learning. As bilingual educator,
when planning, I will take into account children’s interest, goals of education, content knowledge of the
social studies, and setting specific goals and objectives that address the learning of all children in the
classroom. In addition, in order to provide effective and authentic assessment, I will evaluate children’s
learning by using different approaches such as performance task, checklist, standardized tests when
necessary, observations, interviews, portfolios, etc.

Chapter III: Resources for Learning
This chapter highlights the importance of making good selection of resources for teaching social
studies to young children. The social studies curriculum demands that children be able to learn through
firsthand experiences grounded in their here-and-now environment. This environment includes interaction
with others, children actions in the physical environments of the classroom and communities. Families,
people, school, children and communities are valuable resources for social studies learning. All of them
provide meaningful experiences and information that are useful to promote learning. Therefore, educators
are encouraged to use different strategies to involve the families and the community as much as possible
in this learning. The school should provide the environment with the resources necessary that meet young
children’s interest and needs.
Some resources and activities that foster social studies learning in the child’s physical environments
are fieldworks, field trips, guest speakers, community service, learning centers, children literature,
reference materials, visual discovery, bulletin boards and displays, commercial materials, video clips,
audiovisual resources, CDs, DVDs, technology and online resources.
The information acquired in this chapter has been very useful for me. I wasn’t aware of the richness of
the resources that we have around us. I agree that the child’s experiences are the most important resource
we can use since this prior knowledge serves as the foundation for new learning. As an effective educator,
I understand the usefulness of families, school and communities as resources for children’s learning.
When teaching social studies I will plan meaningful activities to foster the children’s exploration of and
interaction with these environments such as fieldworks, fieldtrips, family days, action projects, leaning
center, celebrations, etc. Also, I will use the local library as a resource to obtain children literatures that
represent children’s cultures, diversity and interests.

Chapter IV: Thinking Concept Formation
This chapter presents strategies to help children develop thinking skills and concept formation. It’s
been proven that young children use the same processes involved in adult thinking. Teachers can foster
children’s thinking by providing meaningful, integrated, and interesting experiences. Teachers are
encouraged to identify what families, communities and children have to offer. These resources represent
firsthand meaningful and interesting experiences for children. The here-and –now experiences promote
thinking because they are firsthand, involve others and are filled with language. Play is the cornerstone
for cognitive and social-emotional development.
In order to help children develop thinking skills and concept formation, teachers should provide
children with experiences that involve observation, organizing and interpreting information, graphing,
comparing and contrasting, classifying, interaction with others, experiences that require language, touch,
taste, move about, take apart, and put together again, see relationships, generalizations, questioning,
reaching conclusion etc.
As an educator of young children, in order to promote concept formation and thinking skills, first, I
will take into account the developmental stage of my students. I will provide developmentally-age
appropriate experiences that match their abilities and understanding. I will provide a variety of
experiences and resources for children to develop strong foundation of thinking. I will promote activities
that involve exploration and manipulation of their environment. I will plan my lessons taking into account
children’s experiences. Also, I will use children’s play as a means for developing thinking and concept
formation. I will plan activities for encouraging children to ask questions and find solutions to problems,
locate information, organize data, interpret data and draw conclusions. I will also identify key ideas and
concepts and use them to organize children’s learning experiences.

Chapter V: Social Skills: Self, Others and the Community
This chapter presents the concepts and strategies that teachers should promote to develop social skills
in young children. Since children enter the classroom with a variety of social skills, it’s important for
teachers to help them relate these skills to adults and peers. This represents a challenge for children when
they are asked to give up some of their individualities for the good of the group. In the classroom children
will learn necessary skills, attitudes and values to interact with others within a democratic environment.
Through the social studies children learn form the foundation of a healthy self-concept, develop the
skills of communicating, sharing, cooperating and participating in a social group. Although there are
many factors that affect social development in young children (family interaction, role of culture, role of
school), in the classroom educators can promote activities that support each child as an individual while
providing all children with structured routines, acceptance of children’s feelings and behaviors and to find
different ways for children to express their feelings and emotions (play, running, drawing, painting,
building, telling stories, etc).
In the school, the focus on social skills acquisition is to help children develop self-concept, pro-social
skills, and making and keeping friends. The learning of social and thinking skills are considered the most
important for young children. These social skills are related to self-concept and self-esteem. In order to
acquire these skills, teachers are encouraged to promote social interaction and cooperation in the
classroom. Children should learn to relate to others, communication skills including listening, speaking,
reading and writing, learning to share and cooperate, how to prevent and solve conflicts.
As an educator, I will promote social skills in my classroom by providing children experiences and
activities in which they can make friends, interact with each other, develop respect for themselves and for
others, integrate into groups, solve and prevent conflicts, feel accepted, respected and valued, and develop
appreciation for individual differences. I will provide them with a variety of developmental level
materials such as toys, books, DVDs, software, games, etc., that encourage social interaction of all
children including those with disabilities, sharing and cooperating with others.

Chapter VI: Culture, Diversity and Values
This chapter addresses the importance of developing in young children the concepts of values,
attitudes and culture. Other concepts that teachers should address in social studies related to this
topic are community, friendship and diversity. At this age it’s important that children learn about
others too. Learning about interconnectedness and interdependency, multiculturalism, tolerance
and conflict resolution are key concepts addressed in social studies that help children develop a
sense of and appreciation for diversity.
One of the purposes of the social studies class is to help children develop skills for addressing
democratic values in the classroom. Since values and attitudes are related to feelings and
personal beliefs, many believe that children should learn them in their homes or churches. They
claim that school should not be responsible for teaching other people’s children what to value or
believe. However, since everything that occurs in the classroom is bound up in and influenced by
values and attitudes, their transmission to young children is unavoidable. Although there is
disagreement about what values should be taught in the school, educators are encouraged to
through social studies activities, provide a setting for children to acquire knowledge of history
and the social sciences and to be exposed to abroad variety of opinions, facilitating the
formulation, reassessment, and affirmation of their beliefs. Teachers need to be aware that the
universal values that are worthwhile and necessary are those that are consistent with the values
of equality and democracy.
Educators are encouraged to practice some strategies that promote anti-bias learning
environments for children such as cooperative learning, prejudice reduction activities, conflict
resolution, teaching peace and understanding war.
As an educator of multicultural children, through my teaching I will foster in my children
experiences that help them develop appreciation and respect for themselves, for diversity,
individual differences, and to learn handling challenging situations with others without
aggression or violence. In order to foster a nurtured environment for my children, I will evaluate
and observe my own value system and attitudes. I will also respect and learn the origin and

meaning of the attitudes and values of children from differing cultures, racial and ethnic groups,
and socioeconomic classes. I will expose the children to use a variety of resources (literature,
DVDs, CDs, movies, software, etc.) and experiences that represent their own cultures, ethnicity,
gender and beliefs. I will provide role model who demonstrate the values inherent in a
democracy, such as the dignity of each individual, universal participation, freedom of speech and
opportunity to express their ideas and feelings, the right to feel protected and happy, participation
in society and responsibility for others, cooperation and acceptance of one’s role in the
community.

Chapter VII: Children’s Study of Time, continuity, and Change: History
This chapter presents the key concepts that young children should learn in history, and the
strategies that are age-appropriate for teaching these concepts to them. It also shows strategies to
integrate history concepts with human activities from their daily experiences. The study of
History should be based on concepts of time, continuity and change. Through the exploration of
these concepts, children develop understanding of their historical roots, and to locate themselves
in time. The basic concepts children learn in history are time, change, the continuity of human
life, the past and the methods of the historian.
Children are introduces to the study of time though a variety of activities that involve
sequencing in their daily routines. Through actual experiences and listening to stories of the
recent, past and long ago, children learn that change is constant and should not be feared. To gain
understanding of life before their time, children can experience the past by analyzing recordings,
handling objects and records from the past, listening to stories and poetry about the past.
Children also can learn to use methods of the historian, such as inquiring, children can make
their lives more meaningful, richer and fuller. They learn to recognize problems and ask
questions, to observe, analyze, and infer as they collect and examine evidence, and finally to
reach conclusions.
To engage young children in experiences that foster the learning of these concepts, educators
are encouraged to implement a variety of strategies and activities that involve readings, field
experiences, routines that teach time, measuring time, the passage of time, change and how it
affects their lives (school, community, nature, themselves), the continuity of human life (family
history, generational contacts, holidays celebration and traditions) the past (people, objects and
visual discovery, narratives and the Arts), methods of the historian( generate questions and
identify problems, gather information, observation of data, analyze information, and draw
conclusions).
I will use this knowledge in my classroom to help children develop interest for the past
through the exploration of their personal history. This will be fostered through the practice of

regular activities in the classroom. I will focus on the key concepts of the past, time, change,
continuity of live and the methods of historian to help children develop understanding of history.
I will expose children to a variety of concrete relevant experiences. Also, I will integrate
scientific and technological change in my activities.

Chapter VIII: People, Places and Environments: Geography
This chapter presents teachers the key concepts and skills that young children can learn in Geography.
When teaching geography to young children teachers need first to be aware of the children’s immediate
physical environment and their ability and opportunity to observe, speculate about, analyze and evaluate
that environment. Some of the themes and concepts recommended for educators to teach at this age are:
the Earth is the place where we live, directions and locations, relationships within places, spatial
interactions and region.
In order to help young children understand these concepts, it’s essential to create awareness of the
world where they live through different types of experiences with living and nonliving things that
surround them. Taking children to field trips where they can observe and compare the different features of
the earth will help them better understand the concepts and develop a sense of belonging and
responsibility to care for our earth. Other important concepts and skills that children learn and develop at
this age are interdependency of living and nonliving things, aesthetic awareness (appreciation for nature)
and social consciousness (responsibility for environmental protection). Some of the strategies that help
children build these skills are related to action projects that include recycling, reusing and reducing.
As an educator, I will help children to develop understanding of geography concepts through the
implementation of a variety of concrete experiences, strategies and activities that involve environmental
exploration, hands-on activities, movement exploration, field trips, locating themselves and objects in
space, learning their addresses, analyzing movies and other visual resources, mapping and exploring how
people interact even when they are separate in space. In order to make my teaching meaningful and
functional to children, I will keep in mind that the first point of reference is the children’s immediate
environment and experiences.

Chapter IX: Economics: Production, Distribution, and Consumption
This chapter explores strategies for teachers to help children develop economic concepts such
as distribution, consumption, scarcity, producer and consumer. There is evidence that although
young children’s reasoning about economic issues doesn’t develop until they reach 10 or 11,
they still develop interest and awareness of some economic concepts that are present in their life
every day. Young children come to the classrooms knowing that making purchases implies the
use of money, their wants often exceed their resources, and that they can offer some services or
product to get money. At this age, teachers work to build and extend this informal knowledge of
economics to continue developing the bases for citizenship and democracy. It’s been determined
that when children understand economic concepts and implications, they are developing skills to
become adult role models as consumers, producers and voters. When educators use knowledge
of children’s awareness of economics concepts such as scarcity, wants and needs, and their direct
experiences with these concepts, they introduce children to essential economic principles.
When teaching young children economic concepts, it’s recommended for teachers to focus on
the ideas about scarcity, decision-making, and the function of production and consumption as
well as future career choices and roles. To do so, educators should use children’s experience,
both incidental and structured. Children needs to develop awareness of the importance of
conservation of energy and materials, availability of resource to make responsible decision
regarding their needs and wants, role of money in acquiring services and goods, kinds of jobs
and the resources used in each of them, and so on. Teachers are encouraged to introduce
economic concepts to young children through an integrated, whole curriculum that includes
experiencing, doing and acting for themselves.
As an educator, I will use children’s experiences to introduce economic concepts. I will
implement a naturalistic and constructivist teaching approaches where children will learn (in
their natural environment) to build their knowledge through hands-on experiences, using their
previous knowledge, discovering and integrating new information in a meaningful and functional
way.

Chapter X: Developing Citizenship: Civics and Participation
In this chapter it was discussed about the content that children should learn in social studies to develop
citizenship. When addressing these topics, children learn a variety of democratic and governance
principles such as responsibilities, power and authority, rules, roles, laws, individuals and groups,
participation, values, fairness, democracy, rights. According to the Strand X, about 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.” Some of the activities recommended for
teachers to introduce these topics are: allow children helping set the classroom expectations, conducting
service projects, participating in class meetings, making decisions to balance the needs for the wellbeing
of individuals and the group, view implication of citizenship in other times places through stories,
dramas, readings.
Since Civic Educations is essential to the preservation and improvement of a democratic society, it’s
important that young children learn from informal and formal experiences that start in the classroom.
These democratic values are the foundation for complex civic understanding and participation. In social
studies class young children learn how to become members and build a democratic society, that they are
valued, worthy and respected, their rights, to give up their egocentrism, and to share and balance their
individual needs with the common good.
Similarly, political concepts are based on children’s own experiences and should be introduced
informally. Educators need to use their knowledge about the President, Flag, Pledge Allegiance, songs to
introduce political topics. Children also understand authority through their experiences at home and in
school –Connections- Through the use of a variety of symbols children begin to understand abstract
political concepts in concrete terms: pictures, visuals, songs, stories, movements, etc.
As an educator is important to expose children to different learning experiences in which they have the
opportunity to practice their learning. As a teacher I will use my classroom as a small laboratory by
providing children with meaningful experiences that will be useful for them to develop citizenship,
democracy and civism. They will have the opportunity to interact with each other to make decisions,
participate in their community, collaborate and solve real life situations in an appropriate manner. This
will build a strong foundation for children to become active and exemplary members of society.

Chapter XI: Global Connections
This chapter addresses the importance of teaching children topics related to global connections and
peace education. According to the authors educators should expose young children to explore these
concepts by relating those connections to their own experiences and lives. Since Worldwide events affect
children’s lives through the media and personal experiences, this should be the starting point to make this
learning meaningful to them.
Young children need to learn that we need to live with others, and others need to live with us. It
represents a challenge for young children to understand the Interconnectedness of our nation with other
nations for trade and commerce and the Cultural interdependence of all nations. For addressing this
situation, educators have to foster in young children a basis for developing the concept that every part of
the world is interdependent. Children also need to learn that humans have many things in common
(similarities) such as basic need, group rules and organization and art forms. Teachers may introduce
these topics by conducting investigations focusing on those in America and comparing them to those
found in other countries. Children’s knowledge about others can be based on their own background and
experiences. Teachers can obtain information though people in the community, the Internet, children’s
books and other literature and media.
Regarding to Global education, children’s natural interest in toys can be springboard for investigating
the life of children in other countries. This can lead to further investigation into the lives and perspectives
of others. Educators can introduce the concept of Peace education to children through the idea of helping
others and tolerance.
As a bilingual educator, I will use the resources and experiences that each child an their families bring
to the classroom to build the concepts related to global connection. Since our classrooms are integrated
with children with multicultural backgrounds, this represents a prefect point of reference for them to
develop awareness of the meaning of interconnectedness, and cultural interdependence. I will use these
concepts to help children inquire beyond their own cultural perspective and understand the world of other
people, obtaining information about similarities and differences among people around the world and by
addressing global issues and problems, cross-cultural activities and human choices. Regarding to Peace
education, through the promotion of social action projects, I will focus on helping children to understand
the importance of making this world a better place in which to live.

Fieldwork Journals Entries (FWJE) [25 points]
*Observation: About the S.S. program, materials, websites and resources 1.5hrs
Part II
Class observed: 2nd Grade Bilingual Classroom
1. Visit a bilingual class (SE bilingual class) during a social studies lesson.
2. Observe how the teacher supports second language learners as readers and writers of social studies.
This lesson was about the Mexican culture. During the lesson the teacher presented pictures of people
from Mexico in different activities. The teacher asked children questions related to the pictures shown to
explore prior knowledge. Then she explained the topic. The support provided for ELLs were pictures and
repetition of key concepts. She wrote the children’s responses on the board too. This helped children to
connect their oral language with the graphic representation of the words they said. During the independent
work when the children had to write about the topic, they were able to consult the information from the
board.
3.Then describe and analyze the lesson and the activity based on how the students complete the
activity.
During the guided activity the teacher made different groups and assigned a different feature from the
Mexican culture: Music, food, language, art, clothing, location, celebrations, Etc. Then they had to complete
a chart with the information about their assigned task. In the groups each child had a different task: writer,
presenter and researcher. At the end of the lesson, each group had to present their assigned feature of the
Mexican culture. The teacher drew a big chart on the board and as each child explained their part, she
wrote the information on the chart and added pictures. Then she asked the children complete their charts
with all the information from the board.

4. Also, based on what you are learning from readings; chapters, articles, and activities in class in your
reflection include what would you recommend the teacher use if she doesn’t have materials.

The
teacher
explained
that
she
uses
the
common
core
and
the
state
standards,
she
uses
different

materials,
but
didn’t
specify
about
the
scope
and
sequence
to
consult
the
content
appropriate
for
the

grade.
The
school
has
their
own
curriculum
that
serves
as
a
reference
for
teachers.
I
will
recommend
the

teacher
to
use
the
scope
and
sequence
as
a
guide
for
her
planning.
I
also
would
recommend:

Based
on
what
I
have
learned
about
the
standards
and
the
scope
and
sequence
content
for
social

studies,
I
will
make
the
teacher
the
following
recommendations:

*Use
the
standards
and
social
studies
content
as
the
first
point
of
reference
to
select
the
topics,

materials,
strategies
and
activities
for
your
lessons.

*When
selecting
a
topic,
find
the
correlation
between
the
common
core
and
the
scope
and
sequence

content
for
each
topic
to
be
taught.

*Use
the
library
as
a
resource
to
make
the
lesson
more
interesting
by
using
different
types
of
books
and

sources.

*Use
the
resources
available
in
the
community
to
make
lessons
meaningful
and
interesting
to
children

(e.g.
plan
field
trips
to
explore
places
and
buildings
of
interest).

• Make
the
necessary
accommodations
to
support
the
learning
of
children
with
special

needs
and
ELLs
in
all
your
lessons.

*Provide
children
with
a
variety
of
learning
experiences
as
possible
inside
and
outside
the
classroom.

5. Provide sample(s) of Children’s Work.
These are examples of the worked done during the last part of the lesson. The teacher provided a worksheet and the
children had to use a book about the Mexican culture to complete the information requested.

Fieldwork Journals Entries (FWJE) [25 points]
Review an Interview: About the standards 1.5hrs
Part I
Kindergarten Bilingual Class
1. First review the common core standards (CCS) and the S.S. scope and sequence online including Pre-Kindergarten city and
state standards.
2. Then interview the teacher that you will be observing throughout the semester.
3. Write what you know or your experience with the standards and explain how the teacher you interviewed is using the common
core standards and the S.S. scope and sequence, Pre-K city and state standards to plan and teach social studies.
4. Compare and evaluate what you learned about the common core standards to what is going on in the classroom according to
the teacher you interviewed. (Describe in as much detail the common core standards and scope and sequence and its best
practice in the classroom.
Guiding questions:
• What do you know about the standards?
• Have you received training?
• What standards do you use?
• How are you using the standards to plan, prepare and teach?
• How long have you been using the standards?
• What parts of the standards do you find useful or effective? And what parts of the standards do you find challenging?

Fieldwork Journals Entries-Interview I
Interview Date: ________ Reflection
Teacher Interview:
1. What do you know about the standards?
T-They are used in the public system. The
common cores will be implemented in
September.
2. Have you received training?
T-No really. We have received informal instructions
about how to implement the Creative Curriculum and
the 10 standards from NAEYC
3. What standards do you use?
T-Some of the standards are Approach To Learning,
Physical Development And Health, Social Emotional
Skills And Interaction.
4. How are you using the standards to plan,
prepare and teach?
T- I’m not using the common core, but I use the ones
from NAEYC as a reference for planning.
5. How long have you been using the standards?
T-4 years
6. What parts of the standards do you find useful
or effective? And what parts of the standards
do you find challenging?
T- Useful: Approach to learning and social
emotional development and family involvement
because there are more resources available to
develop the lessons.
Challenging: Communication, language and
leadership because we need more training and
resources to know how develop these topics.
What I know or experience about the standards
The standards are established guidelines for educators. They
indicate the content children need to learn and when. Since
they are organized by grades and follow a sequence, they
provide the topics and content children should master in
each stage of their learning development. They provide the
information teachers should know to plan their lessons.
How the teacher is using the standards to plan and teach
social studies
The teacher is not using these standards. She is using 10
pre-established standards from NAEYC. She states that
these standards are related to the common core standards.
She uses these guidelines to know the topics she will teach.
The standards being used include topics related to family,
community, leadership and physical environment. She is
also using guidelines from a program named ASPIRE and
CREATIVE CURRICULUM.
Compare the content of the common core and the way
the teacher is applying this content.
Since the teacher is not applying the common core, she is
not following the guidelines suggested to integrate social
studies content in her lessons. The common core indicates
specific topics and content necessary to plan the lessons.
According to the teacher, administrators understand that is
not relevant to aligned social studies content into the lessons
since age-appropriate resources are difficult to obtain.
Teachers instead follow the creative curriculum approach in
which they obtain the resources by themselves and select the
social studies topics that they consider appropriate for their
lessons.
Describe the common core standards and scope and
sequence and its best practice in the classroom.
The standards and scope and sequence are the
guidelines available for teachers to provide
sequential and age appropriate content for
children. Since the common core standards and
the scope and sequence are interconnected,
educators need to use them as a reference for their
teaching. When selecting a topic, teachers should
consult these guidelines to make sure that the
content selected is appropriate for the children and
what other alternative for teaching the selected
topics are recommended in these guidelines.

Teacher’s Interview

Teacher’s
Interview***Maria
Alvarado:
Kindergarten

Interview:

Does
your
school
purchase
a
social
studies
program?

T-‐ NO.
Teachers
get
books
from
the
library,
the

Internet
and
any
resource
we
can
get
from
the

community.

What
is
included
in
this
program?
N/A

(If
not)
what
other
materials
or
resources
are
teachers
in
the

school
using
to
teach
social
studies?

T-‐We
use
visual
support
from
the
Internet
and

purchased
by
teachers.

We
use
guidelines
from
CREATIVE
CURRICULUM,

APLANING
GUIDE
TO
CREATE
SCHOOL
CURRICULUM

and
ASPIRE

How
do
you
use
them?

I
use
the
books
for
Reading
Aloud
and
small
group

activities.
I
use
visual
support
from
pictures
to

complement
the
lessons.

I
use
the
guidelines
from
these
curriculum
models
to

plan
my
lessons.

Is
it
these
materials
aligned
with
the
standards?

Yes.
They
are
aligned
with
the
standards
we
use
from

NAEYC.

Also
ask
the
teacher
what
kind
of
Social
Studies
program
is

used
in
the
classroom
you
work
in
or
are
observing;
state
the

publishing
company,
materials,
resources,
assessments
and

activities
etc.

If
there
is
no
purchased
program
or
materials,

ask
the
teacher
what
kind
of
resources
the
teachers
in
her

school
are
using
to
teach
social
studies.

Teacher:

there
is
no
a
specific
program.
We
use
different

resources
from
different
sources
such
as
library,
Internet,

teacher
made
materials,
etc.

Reflection:

Observe
how
the
teacher
supports
second
language
learners
as
readers
and
writers
of

social
studies.

During
the
lesson,
the
teacher
used
gestures
and
visual
aids
(pictures
of
the

vocabulary).
During
the
lesson,
the
teacher
supported
ELLs
by
using
gestures
while

reading,
sometimes
used
children’s
native
language
to
clarify
concepts,
provided

children
with
labeled
pictures
in
English
and
the
Native
language.

During
the

independent
activity
the
children
were
given
labeled
pictures
for
them
to
consult
for

the
writing
task.

Recommendations
for
the
teacher:

Based
on
what
I
have
learned
about
the
standards
and
the
scope
and
sequence
content

for
social
studies,
I
will
make
the
teacher
the
following
recommendations:

*Use
the
standards
and
social
studies
content
as
the
first
point
of
reference
to
select

the
topics,
materials,
strategies
and
activities
for
your
lessons.

*When
selecting
a
topic,
find
the
correlation
between
the
common
core
and
the
scope

and
sequence
content
for
each
topic
to
be
taught.

*Use
the
library
as
a
resource
to
make
the
lesson
more
interesting
by
using
different

types
of
books
and
sources

*Use
the
resources
available
in
the
community
to
make
lessons
meaningful
and

interesting
to
children
(e.g.
plan
field
trips
to
explore
places
and
buildings
of
interest)

*Select
age
appropriate
books
and
materials
for
children
to
explore

*Select
books
meaningful
for
children
that
represent
their
different
cultures
and

backgrounds.

*Explore
a
variety
of
websites
and
online
resources
such
as
lesson
plan
ideas,
activities,

books,
etc.
to
make
your
lesson
interesting
and
meaningful.

*Support
the
learning
of
ELLs
with
a
variety
of
pictures
books
in
their
native
language

and
rich
print
environment.

*Select
age
appropriate
activities
and
strategies.

*Use
children’s
prior
knowledge
to
introduce
new
topics.

*In
order
to
make
learning
meaningful
to
children,
build
upon
what
they
already
know.

*
Make
the
necessary
accommodations
to
support
the
learning
of
children
with
special

needs
and
ELLs
in
all
your
lessons

*Provide
children
with
a
variety
of
learning
experiences
as
possible
inside
and
outside

the
classroom

*Use
the
classroom
as
a
laboratory
where
children
can
practice
the
social
studies

content
that
they
are
learning.

Website Critique: (5 Points)
You will investigate online websites that offer support to Bilingual Social Studies teachers.
WEBSITES:
7. click under Resources to Core Curriculum
8. and summarize what kinds of information about your state can be found on this site.
9. write a summary of what you find
Website Evaluation Form
Use the following evaluation form to review the websites above.
Name of Site: Curriculum & Instruction URL:

This website provides specific information about the standards related to all the content areas. The area of Social Studies
includes a webpage named learning experiences, which includes detail information about planning and teaching social studies to
different grade levels. It provides examples of lesson plan and activities for teachers.
PART I: Use a rating scale from 1 to 5 to assess each statement, with 1 being “poor” and 5 being “exceptional.”
FUNCTION/USABILITY
It is easy to move from one page to another on this website. Rating__5____
The site uses graphics and colors that are appealing. Rating__3____
The material is well organized Rating__5____
CONTENT/INFORMATION
The information provided is up to date. Rating___3___
The information provided is relevant Rating___4____
The information was unbiased Rating___4____
The content helped me as a Social Studies teacher; how and why? Rating_______ 5
CREDIBILITY
The name of the institution that updates this site is included. Rating___1____
The site provides a contact person or address if I want to know
more about this site Rating__5_____
The authors/institution’s credentials and expertise are specifically stated.
Rating__3____
_____________________________________________________________________________________________

Name of Site:
URL:
www.50states.com
This website provide SS teachers with quick access to a great amount of information related to the 50 States. Teachers can find
information about the city, resources, activities, people, population, demographic information, etc.
FUNCTION/USABILITY
It is easy to move from one page to another on this website. Rating______ 5
The site uses graphics and colors that are appealing. Rating______ 4
The material is well organized Rating______ 5
CONTENT/INFORMATION
The information provided is up to date. Rating_____5
The information provided is relevant Rating_______5
The information was unbiased Rating_______ 5
CREDIBILITY
The name of the institution that updates this site is included. Rating__5
More about this site Rating_5
Rating_5

Name of Site: nationalgeographic URL:
www.nationalgeographic.com
This website provides useful information for SS educators about science, animals, plants, research base facts, education,
environment, videos, juegos, etc.
FUNCTION/USABILITY
CONTENT/INFORMATION
The information provided is up to date. Rating_______ 5
The information provided is relevant Rating_______ 4
Rating_______
more about this site Rating_______
Rating_______
Rating_______
more about this site Rating_______
Rating_______
CREDIBILITY
The name of the institution that updates this site is included. Rating_______ 5
more about this site Rating_______ 5
Rating________ 5

Name of Site: USGS Education_URL:

This
site
contains
information
about
Biology,
Geograpphy,
geology,
etc.,classroom
activities,
for
SS
teachers
and

for
children
from
different
grades.
This
Web
site
contains
selected
USGS
educational
resources
that
may
be
useful

to
educators
in
primary
school
grades
(Kindergarten
to
Grade
6).
Many
of
these
resources
can
be
used
directly
in

the
classroom
(see
Resource
Symbols)
or
will
be
useful
in
classroom
lessons
or
demonstration
activities

preparation,
or
as
resources
for
teacher
education
and
curriculum
development.
It
contains
videos,
maps,
games,

documentals,
etc.

FUNCTION/USABILITY
CONTENT/INFORMATION
CREDIBILITY
Rating_______5
Name of Site: USGSweb:Paper Mpodels URL:
www.usgs.gov/education/learnweb/
This site shows paper models related to earth science. It contains links that transfer to another sites related to environmental
topics such as water, plants, animals, etc.
FUNCTION/USABILITY
CONTENT/INFORMATION
CREDIBILITY
Rating_______5

.
Name of Site: Teacher Page: a resource for teachers
URL:

This website provides a list of useful different sites related to topics about history and social studies. It
contains links for other websites with information about different topics that SS teachers can use to plan
their lesson.
FUNCTION/USABILITY
CONTENT/INFORMATION
CREDIBILITY
Rating_______5

Website Critique:
PART II:
Try to visit all the websites and then select two of your favorite websites and write a comprehensive summary of
what these sites have to offer to Social Studies teachers.
1. www.udel.edu/dssep/literature.html
Description:
This is a useful website for teachers to find literature related to a variety Social Studies topics. It contains
different types of books, which are organized by grade level. This site provides teachers information
about the content of each book. The themes covered by this site are Geography, Economics and Civics:
Rules and Laws, Values and Principles, Citizens' Rights and Privileges, Government and Participation in
Civic Life.
2.
Teacher resources and professional development across the curriculum
http://www.learner.org/resources/series166.html?pop=yes&pid=1796
Description:
This is a useful websites for teachers who need information about teaching strategies. In this site teachers
can find a variety of resources such as videos and other information of how teachers can insert the
different learning standards and guidelines establish by the educational system in the classroom while
teaching Social Studies to children form different grade levels.
General Information:
The Social Studies in Action teaching practices library, professional development guide, and companion
Web site bring to life the National Council for the Social Studies standards. Blending content and
methodology, the video library documents 24 teachers and their students in K-12 classrooms across the
country actively exploring the social studies. Lively, provocative, and educationally sound, these lessons
are designed to inspire thoughtful conversations and reflections on teaching practices in the social studies.

Weekly Blackboard Postings on
Discussion Board [10 points]

Article: Enseñar y Aprender Estudios Sociales” de Ileana M. Quintero y josefina Mora:
Después de leer el articulo "Enseñar y Aprender Estudios Sociales” de Ileana M. Quintero y
josefina Mora:
a)Explica con tus propias palabras y da ejemplos de como fue que se alinearon y se integraron el
currículo a los estándares de estudios sociales.
b)Cuales tu crees que fueron los propósitos de implementar actividades que fueran de interés
para los estudiantes?
c)Siguiendo el ejemplo del tema que se investigo. Piensa en un tema que tú puedas planear y
desarrollar y que además sea apropiada para la edad de los niños con los que trabajas.
d)También piensa en actividades en que los niños puedan participar activamente.
En este artículo se plantean estrategias de como los educadores podemos trabajar el currículo
de estudios sociales y crear un currículo integrado y relevante para los estudiantes. De acuerdo
con los autores, los educadores deben trabajar para formar estudiantes proactivos que busquen
respuestas a problemáticas latentes de su sociedad, en vez de ser pasivos receptores de
información presentada como verdades incambiables. Se plantea una integración de los
diferentes elementos del currículo a los estándares de estudios sociales de manera que sean de
interés y relevancia para los estudiantes. En el estudio realizado, se integro el currículo cuando
a los estudiantes se les dio la oportunidad de visualizar en su propio medio ambiente los
contenidos trabajados, y partiendo de este punto, generalizaron y expandieron sus conocimientos
a otros contextos. Les fue dada la oportunidad de inquirir, analizar, observar e investigar
diferentes aspectos tratados y pudieron ellos mismos construir sus conocimientos partiendo de
sus intereses y experiencias. En un estudio de la comunidad los educadores integraron las áreas
de historia, sociología, psicología, economía, ciencias políticas, antropología y geografía. Las
estrategias utilizadas con los estudiantes fueron viajes de campo, diálogos, entrevistas,
observaciones, encuestas, mapas, visitas a lugares históricos, encuestas, análisis de fotos, diseño
de árbol genealógico, etc.
Considero que el propósito que tuvieron los educadores al implementar actividades que
fueran de interés de los estudiantes fue promover la participación activa y el deseo de aprender
de los mismo. Esta iniciativa logro que la experiencia de aprendizaje fuera relevante y exitosa, ya
que los estudiantes se sintieron identificados con las mismas. Los estudiantes, mas que tareas
escolares, vieron cada actividades como una forma divertida de aprender.

Siguiendo el ejemplo tratado en el articulo, para mis estudiantes yo trabajaría el tema de los
ayudantes de la comunidad. Daría a los niños la oportunidad de explorar varios lugares donde
trabajan diferentes ayudantes de la comunidad tales como doctores, carteros, dentistas,
bomberos, policías, mercaderes, etc. Para este proposito utilizarías diferentes estrategias de
investigación tales como exploración de los conocimientos previos de los estudiantes,
entrevistas, a ayudantes de la comunidad, analizar con los niños la importancia de la labor que
realizan, análisis de fotografías de cómo van evolucionando y cambiando los servicios y el
personal a través del tiempo, viajes de campo y visitas guiadas, invitación de ayudantes de la
comunidad al salón de clases para explicar sus funciones y las herramientas que utiliza para
hacer su trabajo, juego dramático en los cuales los niños puedan personificar diferentes
ayudantes de la comunidad, presentar videos o lecturas sobre ayudantes de la comunidad en otros
lugares del mundo, etc.

Article: Touch the World: Realia for Social Studies by Alicia Van Borssum
Add a list of all the Realia that you have at home or school.
This article highlights the importance of using artifacts and hands-on activities to teach social
studies for ESOL. Realia is a fundamental approach that states the effectiveness of using hands-
on strategies and multisensoy experiences to acquire meaningful learning. Realia are objects
from real life used in classroom instruction by educators to improve students' understanding of
other cultures and real life situations. A teacher often employs realia to strengthen students'
associations between words for everyday objects and the objects themselves. This approach
states that more comprehensive learning of abstract social studies concepts takes place when
children are exposed to multisensory expereinces that lead to observation, exploration,
manipulation inferences and description of objects and other artifacts.
Realia ( real things)I have at home or at school:
Phone, puppets, maps, balance beams, clothes, clocks, kitchen objects, dolls, broshures, tickets,
computer, cards, insects, coins, rocks, plants, pet, stamps, fruits, flashdrives, money bills, letters,
newspaper, boxes, pieces of furnitures, hats, tools, etc.

Article: Bringing Grandparents into Social Studies: A Unit of Study by Carole and Daniel
Hittleman
After reading this article,
a) Write about the importance of including grandparents into social studies:
b)Explain how the themes on grandparents can be covered and embedded within the ten thematic
strands (see S.S. scope and sequence page ii)
c)Also, explain how important is to evaluate and select authentic literature in terms of accuracy,
authenticity, content and perspective and up to date thinking.
d)Finally, create a thematic unit for your grade (birth - 2nd) following the examples presented in
this article.
*While writing your paper feel free to make connections by providing personal experiences of
your own relationship with your grandparents, or your parents, future grandparents.

According to the article, it’s very important to include grandparents into their grandchildren’s
social studies learning. Grandparents are great sources of knowledge and experiences for their
gradchildren. Thorough grandparents children acquire a great deal of information related to their
family history, cultures and traditions. Involving grandparents in their grandchildren’s social
education provides them with meaningful and fuctional experiences that they enjoy and
remember all their lives.
The themes about grandparents can be convered and embeded within the following thematic
strands:
1- Culture: Grandparents are great sources of information about family customs, beliefs,
language and traditions. This topic can be included when working with topics related to
families, neigborhoods, communities, etc.
2- Time, continuity and change: Grandparents experiences are useful for grandchildren to
know how life has changed throughout the times and to compare life styles from the past and
present. The topics in which gradparents can be included are urban, suburban and rural
communities, families and communities, community geography, NYC overtime, neigborhoods,
etc.
3- People, places and environment: Grandparents provide valuable information about how
people has interacted with the environment they live and how this has affected them with the past
of the time. This topic can be included when working on topics related to community’s
geography, neighborhoods, families divesity, urban, suburban and rural communities, NYC over
time, etc.
4- Individual Development and Identity: Grandparents are able to provide udeful insights
about how people develop and change over time and the roots of their identity. This topic can be
included when working on topics related to self and others, families, neighborhoods,identity and
diversity, uniqueness, etc.
5-Individual groups and institutions: grandparents’ experiences can be useful for children to
learn how people used to be organized and how the institution worked and have developed over
time. This can be included when working on topics related to communities, rights, rules and
responsibilities, self and others K, 5.2f, etc.
6-Power, authority and governement: Grandparents are one the the greatest role models of
authority in children’s lives.They are seen as very respected members within the family and can

provide valuable information of how power, authority and goverment have impacted their lives
and how have changed over time in their culture, families and today’s society. This can be
included when working on topics related to the community, rights, rules, and
responsibilities,governement, etc.
7- Production, distribution, and consumption: Grandparents are valuable sources for teaching
grand children about their needs, wants and resources and how they dealt to obtained the goods
and services they needed to survive long time ago. This topic can be included when working on
themes related to families, comunities, self and others, urban, suburban, and rural comunities,
etc.
8-Science, Technology and Society: Through interaction with grandparents children learn
useful information of how science, technology and society was long time ago. They can share
artifacts used long time ago, stories, experiences and struggles they went through due to the lack
of resources and technology that we have in present times. This can be included when working
on content related to urban, suburban, and rural comunities, NYC over time, families now and
long ago, families and communities, etc.
9-Global Connections: Grandaparents can provide children with a variety of information
regarding their diverse cultures and how they dealt with politics, economics long ago, which can
be compared and connected to other’s cultures as well. This can be included when working on
topics related to self and others, diversity, community’s geography, families and communities,
rights, rules and responsibilities, etc.
10-Civil ideals and practices: Grandaparents are valuable sources of information for children to
learn the evolution and development of civic ideals and practices in their own cultures and
compare it to the new culture acquired. This topic can be included when working on contents
related to rights, rules and responsibilities, the community, etc.
It’s very important for educators to make a careful selection of authentic literature in terms of
accuracy, authenticity, content and perspective, and up to date thinking. These factors should be
taken into account when expossing children to different materials to teach them social studies.
Educators have to make sure that the information provided can be proven as authentic, true and
accurate. Since some literature might ommit important information necessary for children to
compare with their own lives, they might become a misrepresentation of what we want them to
learn. For instance, they might mislead the message we want to transmit to our children. In

addition, the content should be aligned with the preestablished learning standards for the grade
being taught. Since perspective about a particular topic changes over time, educators have to
make sure that the materials selected are still aligned with the current conceptions. Likewise, the
style, format, illustration and organization of the materials must be appropriate for the children
and intended purpose of such materials.
Regarding my personal experience with grandparents, since I was a child, I have acquired
valuable information from my grandmother. She shared great stories about her life during her
childhood and youth. I learned about economics, politics and family culture and how these have
changed over time. I learned to appreciate the resources I had because I understood the struggles
she went through long time ago. I had the opportunity to compare and contrast society and
family life long time ago and in present times, and valorize many aspects of both periods of
times.
Thematic Unit: Through interaction with grandparents children learn about their family past and present culture.
Grade: 1st-2nd grade
Content: Geography, economics, social
Concepts: Diversity, identity, traditions, change
Literature: Something from Nothing by phoebe Gilman
Literature Response: a)Infering about and creating the story that the child in the
reading was going to write about. b)Designing a web graphic organizer highlighting the different elements of their culture that
they learned from their grandparents.
Literature Strategies: understanding how sensory images are created in descriptive passages.
Technology used: web graphic organizers cliparts, pictures, computers

Article: Developmentally Appropriate Map Skills Instruction by George W. Maxim
In this article the author states that, "Map skills instruction should begin with experiences that help
develop fundamental background knowledge about the world".
a) Think of a lesson that will help students learn about map skills. What books, kinds of maps would
you use for this lesson?
b) What activities, meaningful experiences, or projects the students will work on?
c) Which standards address this big idea? Don't forget to incorporate Maxim's ideas on how to
teach "young geographers"
Taking into account the guidelines suggested by the author, I would plan a lesson for 2nd grade
children about the neigborhood. The standards adressed are People, Places and Environment, and
Community’s Geography.
I will start my lesson by exploring children’s prior knowledges about the different places they know in
their neigborhood. I will use a the book “ Me On The MAP” to show children example of how we can
represent different spaces through a map. I will explore with children places they usually go in their
neighborhood and will take them for a walk around it. As we walk around, I will ask questions about the
places they see. After, they will design a 3D model of the places observed. Children will work in pairs to
build their models and as they work on it, I will ask them to explain the features they are representing in
their models. I will explain to children that their models can be represented in a flat surface as well, and
together we will represent the different places with simbols and shapes in a flat surface(carboard). As an
extensión of this lesson, children will design a map of their room in a flat surface. For the following
lesson, I will bring maps of the city transportation system to analyze with children the routes follow by
the trains and to locate important streets and places. As a closing Project, children will design a broshure
with a map highlighting the different places of the community using different simbols and drawings.

Articles: “Once upon Genocide: Columbus in children’s literature” and “Columbus and
Native Issues in the Elementary Classroom.”
After reading, “Once upon a Genocide: Columbus in children’s literature” and “Columbus and Native
Issues in the Elementary Classroom” :
a) Explain the important facts presented in both articles and how your perspective of Christopher
Columbus has changed, if so. If not give your strong reasons and facts.
b) From now on think about and explain how you would teach about Christopher Columbus and the
Discovery of America.
c) What kind of literature (books, authors, documentaries, movies, etc) would you use?
d) What kind of activities (learning experiences) would be provided?
e) Now make a connection with “Thanksgiving Celebration" and explain how you would also teach
children about the Pilgrims and the Native Americans upon the arrivals of the Europeans settlers.
In the article Columbus and Native Issues in the Elementary Classroom, the authors state the
importance of educating young children to recognize stereotype tendencies behind many social topics
presented in the books they read and to appreciate the contribution of all cultures equally. They point
out that children must be exposed to different literature that portrait the truth of the social and
historical topics about the Americas to avoid stereotypes and misconceptions about different cultures
and practices. Likewise, educators are encouraged to be knowledgeable about the history of native
people and other historical topics to provide children with authentic and meaningful activities and
information that will help them develop a variety of thinking skills such as inference, analysis,
research problem solving and critical thinking about the social and historical issues. The authors
recommend teachers besides selecting unbiased literature for their children, to promote parental
involvement to address this issue. They highlight the importance of exploring children’s prior
knowledge to detect stereotypical misconceptions c and practices. In addition, they recommend
inviting native people from the community to talk about their culture and practices.
Bill Bigelow, in his article Once Upon a Genocide points out that “children’s biographies of
Christopher Columbus function as primers on racism and colonialism.” The author states that these
types of literature teach children to be passive learners accepting oppression and violation to rights as
an acceptable common action throughout the human history. The author also highlights that these
books teach children to accept passively racist attitudes and inhibit them from developing democratic
and multicultural attitudes. It claims that Columbus is portrayed as good man but doesn’t encourage
children to think critically about the real facts behind the history.
As an educator I will use literature that gives children opportunity to think critically and analyze
the situation from different points of view. I will promote class discussions to help children think and

ask questions that are not addressed in these books. I will analyze different sources such videos, field
trips to museums, documental, books, biographies, etc, to find information about the social, political
situation and reality of Columbus’s times for children to have an idea of what really happened.
Regarding teaching about Thanksgiving, I will introduce the topic with a class discussion about the
reasons why people have to move from their places looking for better life. I will use different books
and literature to show children how people lived and why they moved from their places. I will
encourage children to think about how people would feel with they are forced to leave their homes
and properties. I will provide them with real life situation and ask them to say how they would feel if
they are forced to do so. Some of the activities I will implement in my class are role playing, reading,
videos, field trips, ect.

Article: “Learning language and learning History”by Mary Schleppegrell.
This article explains the importance of using grade-level content to teach History to ELLs. The authors point out that
since “History is primarily construed through language; and for ELLs learn the content, they need to learn strategies
to decode the language embedded in the textbooks. Teachers are encouraged to use grade-level instructional
materials with ELLs to make their learning less difficult. Some of the activities and strategies recommended for
educators help ELLs to read and write in the content areas are:
• Conducting Pre-reading: setting purpose for reading by asking key questions, previewing the text, chapter,
• Have students skim and take notes
• Implementing scaffolding strategies
• Teach students functional analysis of text
• Decoding unfamiliar words/texts
• Using cloze passages to add the missing information
The functional analysis will allow ELLS to understand content by understanding form and meanings are presented
in the history textbooks. According to the authors students need to learn what signals the 5 W’s ( what, when ,
who,…) to improve their reading skills. The following strategy is follow to develop a functional language analysis:
1- Identifying the different kinds of verbs used in writing
2- Kinds of power relations between participants in the events
3- Presentation of points of view
4- Organization of texts.
Steps:
a) Identify the kind of information provided by categorizing verbs into action verbs, saying verbs (expressed,
said,.. feelings, verbs, relating verbs( is , have).
b) Learn meaning of the verbs and categorize them: (action, relating, thinking, feeling and thinking and
saying). Students need to use dictionaries for this task.
c) Encourage students to discuss questions using the 5 W’s
* Action verbs help to describe events.
*relating verbs provide background information or descriptions.
d) Identify participants. This is provided by the nous included in the events.
As a bilingual educator I consider these strategies very useful to teach academic content. I will use it to help students
comprehend the material when necessary. These strategies can be applied to any content area besides History. I
agree that teachers need always use grade-level materials to avoid ELLs fall behind the rest of the proficient English
language speakers.

Article: “Ciclos Tematicos by katiuska Salmon
Este artículo esta relacionado a los ciclos tematicos. Los define como unidades de estudio
centradas en el estudiante como protagonistas activos principales del proceso ensenanza-
aprendizaje. Estan basado en el aprendizaje significativo y cooperativo donde los ninos aprenden
de acuerdo a sus intereses y estilos diferentes de aprendizaje. En este enfoque el maestro tiene el
role de guía y observador del desarrollo del estudiante. Este enfoque resalta la importancia del
juego y el uso del lenguaje como herramientas esenciales para aprender. La autora explica que
los ciclos tematicos promueven pensamiento critico y exploracion del medio para buscar
respuestas a las preguntas de los estudiantes. Reconoce que los ninos parten de experiencias
previas para construir nuevos conocimientos. Estos utilizan el lenguaje, la escritura, lectura y
demas areas del saber como vehiculos para aprender cosas del mundo. La autora enfatiza la
importancia del maestro como observador de las necesidades de aprendizaje del niño y guía para
proveer demostraciones de las funciones del lenguaje y otros sistemas necesarios para el
aprendizaje. Puntualiza ademas el factor social como elemento esencial en el desarrollo del
lenguaje. La valoracion individual y la motivacion son reconocidos como factores basicos de una
educacion efectiva basadas en los ciclos tematicos. Estos promueven que los ninos se apropien
de su aprendizaje y exploren su medio social y natural.
Como educadora considero de gran importancia la implemetacion de los ciclos tematicos como
ejes del aprendizaje. El aprendizaje significativo y cooperativo es una clave para que los ninos se
interecen y construyan su propio conocimiento. El ambiente de aprendizaje es de gran
importancia, ya que este determina la actitud de los ninos hacia la ensenanza, y en consecuencia
en el rendimiento.

Lesson Plans
For the next five hours of fieldwork you will have to develop a thematic
unit following the scope and sequence and the common core learning
standards:
1. Explaining why you chose the grade and themes.
2. Then you will have to teach the lesson to a group of students or whole
class and write a reflection for each lesson.

Thematic Unit: Diversity and Identity

This thematic unit includes topics related to cultural and physical differences, nationalities, families and uniqueness.
The objective of this unit is to help children develop appreciation for their cultures, talents, heritage and their
individual differences that make them unique. It also addressed topics related to mutual respect and appreciation for
other’s culture and physical differences. Children will be exposed to different meaningful experiences related to their
own lives. I chose this topic because the population of students that I will teach belongs to different cultural
backgrounds, and I consider these topics extremely relevant to their lives. The lessons included in this unit are: We
All are Unique, Different People Share Different Cultures, Extraordinary Friends, Different families, and I Love My
Hair.

Unit
Topic:
Diversity

&
Identity

Lesson
I:
We
All
Are
Unique

Lesson
Plan:

We
All
Are
Unique
Teacher:

Grade:
Kindergarten

Common
Core
Standards
Addressed:

Reading:

• K.1-‐With
prompting
and
support,
students
will
ask
and
answer

questions
about
details
in
a
text.

• K.3
–
With
prompting
and
support,
identify
character,
settings
and

major
events
in
a
story

• K.9-‐
With
prompting
and
support,
students
will
make
cultural

connection
to
texts
and
self

• K-‐
with
prompting
and
support
describe
the
connection
between
two

individuals,
events,
ideas
or
piece
of
information
I
a
text

Language:

• K5.c
Identify
real
life
connections
between
words
and
their
use

• K.6
–
Use
words
and
phrases
acquired
in
conversations,
reading
and
being

read
to,
and
responding
to
texts

Listening
and
Speaking

• Describe
familiar
people,
places,
things
and
events
and
with
prompting

and
support
provide
additional
details

• Participate
in
collaborative
conversations
with
diverse
partners
about

kindergarten
topics
and
texts
with
peers
and
adults
in
small
or
large

groups

Social
Studies
Common
Core:

k.2.a
Each
person
is
unique
but
also
shares
common
characteristics
with
other

family,
school
and
community
members

k.1.a

A
sense
of
self
is
developed
through
physical
and
cultural
characteristics
and

through
the
development
of
personal
likes,
dislikes,
talents,
and
skills.

S.S.
Scope
and
Sequence:

Identity
and
Diversity:

• People
are
diverse
1.1a

• People
are
unique
3.1d

Unit
Goals:

• At
the
end
of
the
unit
students
will
be
able
to
identify
some
ways
how

people
are
different
from
each
other
and
what
things
they
have
in

common

• Students
will
recognize
and
show
appreciation
for
individual
differences

Content
Learning
Objectives:

• The
students
will
 be
able
to
identify
and
appreciate
physical

characteristics
that
differentiate
one
from
another

Language
Learning
Objectives:

• Children
will
be
able
use
the
vocabulary
learned
in
the
lesson
to

orally
describe
what
characteristics
make
them
unique

Learning
Intentions:

Children
will
identify
and
develop
appreciation
for
individual

differences

Technology:

computer,
Smart-‐board

Students
will
engage

in:

¨ Indepe
ndent

practice

¨ Small

group
work

¨ Project

work

¨ Other:_
___________
____

¨

Partner
work

Whole
group

Centers

_______________

Time
What
the
Teacher
will
do…
Vocabulary
Materials

__10_

min

Motivation
(Review/Connections
to
Prior
Knowledge):

This
first
lesson
of
the
unit

is
designed
to
teach
about
physical

characteristics.
Since
God
made
us
each
unique,
no
two
people
look

Shade,
hue,
tint,

tone,
cocoa,
tan,

almond

Chart
paper,
pencils
mirrors,

Venn
diagram,
labeled

picture
of
different
types
of

the
same.

I
will
introduce
the
lesson
playing
the
game
“Mirror,
mirror,
what
do
I

see?”
we
will
make
a
circle
and
each
child
will
take
a
turn
to
see
the

mirror
and
say
what
he/she
sees.

I
will
explain
to
children
that
each
person
has
different
physical

characteristics
(i.e.
blond
hair,
brown
eyes,
tall,
short,
etc.).
Then
ask
t

two
students
to
stand
up
in
front
of
the
class
and
ask
what
is
 
“different”
about
these
students.
Student
responses
will
vary.
Write

students
responses
on
a
pre-‐made
Venn
diagram.

Questions
–
What
is
the
same
in
these
children?
What
is
different?

Assessment
–
I
will
assess
children’s
understanding
/learning
through

their
responses
and
engagement
in
the
conversation/activity

“Have
you
ever”

eyes,
hair,
skin,
hair,
nose,

mouth

Book:
Shades
of
People”
by

_15__

min

Procedure/Mini-‐lesson:
I
will
have
children
look
at
the
cover
of
the

book
“Shades
of
People”

I
will
ask:
What
do
you
think
this
book
is

going
to
be
about?
Why?

Then,
I
will

start
reading
the
book.

While
reading
the
book,
I
will
ask

children
questions
about
the
pictures
they
see
and
will
guide
them
to

make
connections.

Questions
to
ask:

what
do
these
children
have
that
is
the

same/different?

Differentiation
–
I
will
do
a
book
walk
to
help
ELL
have
an
idea
of
what

the
book
will
be
bout
and
help
them
make
connections
before
starting

reading.

While
reading
the
book
I
will
write
the
new
vocabulary
found
in
the

book
and
will
draw
or
post
pictures
that
represent
each
word
or
idea.

Assessment
–
I
will
assess
children’s
understanding
and
learning

through
their
participation
and
responses.

_10_
min
Guided
Practice:

With
teacher’s
support,
the
children
will
work
with
a
chart
paper
to

trace
their
bodies.
They
will
use
mirrors
to
see
their
faces
while

drawing.
They
will
add
eyes,
nose,
ears
mouth
and
hair
to
their

drawings.

_10_
min
Practice
(Independent/Group):
The
children
will
label
their
body:
“This

is
me”___
Inside
they
will
draw/write
or
paste
pictures
of
things
that

make
them
unique
such
as
preferences,
special
talent,
etc.

They
will
complete
a
graphic
organizer
to
show
the
things
that
make

them
unique:

e.g.:I
have—I
can—I
like—I
am-‐-‐-‐

_15min
Closure/Summary/Sharing:

I
will
end
the
lesson
by
reviewing
with
children
key
concepts
and
ideas

learned
during
the
lesson.
I
will
ask
them
to
present
their
works
and

share
something
they
like
the
most
from
the
lesson.

Children
will
show
and
talk
about
their
graphic
organizers
and

drawings.

Homework
Assigned/Extension
Activities

I
ask
children
to
say
one
characteristic
that
make
them
unique,
then
we

will
sing
the
following
song
with
them
and
will
be
adding
other

characteristics
such
as
sing,
talk,
jump,
plays,
voice,
tc.

Tune:
London
Bridge

No
one
else
has
a
smile
like
mine,

Smile
like
mine,
smile
like
mine

No
one
else
has
a
smile
like
mine

Unit
Topic:
Diversity

Lesson
II:
Different
people
Share
Same
Things

Lesson
Plan:

Different
people
Share
Same
Things
Teacher:

Grade:
Kindergarten

Common
Core
Standards
Addressed:

Reading:

• K.1-‐With
prompting
and
support,
students
will
ask
and

answer
questions
about
details
in
a
text.

• K.3
–
With
prompting
and
support,
identify
character,

settings
and
major
events
in
a
story

• K.9-‐
With
prompting
and
support,
students
will
make

cultural
connection
to
texts
and
self

• K-‐
with
prompting
and
support
describe
the
connection

between
two
individuals,
events,
ideas
or
piece
of

information
I
a
text

Language:

• K5.c
Identify
real
life
connections
between
words
and
their

use

• K.6
–
Use
words
and
phrases
acquired
in
conversations,

reading
and
being
read
to,
and
responding
to
texts

Listening
and
Speaking

• Describe
familiar
people,
places,
things
and
events
and
with

prompting
and
support
provide
additional
details

• Participate
in
collaborative
conversations
with
diverse

partners
about
kindergarten
topics
and
texts
with
peers
and

adults
in
small
or
large
groups

Social
Studies
Common
Core:

k.2.a
Each
person
is
unique
but
also
shares
common
characteristics

with
other
family,
school
and
community
members

k.1.a

A
sense
of
self
is
developed
through
physical
and
cultural

characteristics
and
through
the
development
of
personal
likes,
dislikes,

talents,
and
skills.

S.S.
Scope
and
Sequence:

Identity
and
Diversity:

• All
people
share
common
characteristics
3.1
d

• People
are
diverse
1.1a

Unit
Goals:

• At
the
end
of
the
unit
students
will
be
able
to
identify
some

ways
how
people
are
different
from
each
other
and
what

things
they
have
in
common

• Students
will
recognize
and
show
appreciation
for
individual

differences

Content
Learning
Objectives:

Students
will
be
able
to
identify
similarities
they
have
with
their

classmates
and
with
others
although
there
are
apparent
differences.

Language
Learning
Objectives:

Students
will
engage
in:

¨ Independent

practice

¨ Small
group
work

¨ Project
work

¨ Other:____________
____

¨

Partner
work

Whole
group

Centers

_______________

Social studies Development in Early childhood Education-Portfolio prepared by Arianny Savinon

Social studies Development in Early childhood Education-Portfolio prepared by Arianny Savinon

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