EDU-460

Professor Christensen
Caryn Baker
December 6, 2016
Resource Guide
-

Childrens Literature: Fiction

o The Cat with Seven Names; Tony Johnston, Christine Davenier
Grade Level: 1st-2nd
Link for purchase: https://www.amazon.com/Cat-SevenNames-Tony-Johnston/dp/1580893813
Lexile Measure: 460L
GLCEs
2-P3.1.1: Identify public issues in the local
community that influence the daily lives of its
citizens
2-G4.0.3: Use components of culture (e.g., foods,
language, religion, traditions) to describe diversity in
the local community.
2-H2.0.4: Describe how community members
responded to a problem in the past
o Bud, Not Buddy; Christopher Paul Curtis
Grade Level: 3rd-7th
Link for purchase: https://www.amazon.com/Bud-BuddyChristopher-Paul-Curtis/dp/0440413281
Lexile Measure: 950L
GLCEs
4-P3.1.1: Identify publish issues in the United States
that influence the daily lives of its citizens
4-P3.1.3: Give examples of how conflicts over core
democratic values lead people to differ on
resolutions to a public policy issue in the United
States
6-G2.2.1: Describe the human characteristics of the
region under study (including languages, religion,
economic system, governmental system, cultural
traditions).
6-G4.1.4: Explain how cultural patterns influence
environments and the daily lives of people.
6-G4.3.3: Explain the patterns, causes, and
consequences of major human migrations
o Fionas Lace; Patricia Polacco
Grade Level: K-3rd
Link for purchase: https://www.amazon.com/Fionas-LacePatricia-Polacco/dp/1442487240

Lexile Measure: AD740L

GLCEs
K-G5.0.1: Describe ways people use the environment
to meet human needs and wants (e.g., food, shelter,
clothing).
1-H2.0.2: Investigate a family history for at least two
generations, identifying various members and their
connections in order to tell a narrative about family
life.
1-G4.0.1: Use components of culture (e.g., foods,
language, religion, traditions) to describe diversity in
family life.
1-C5.0.1: Describe some responsibilities people have
at home and at school (e.g., taking care of oneself,
respect for the rights of others, following rules,
getting along with others).
2-G2.0.1: Compare the physical and human
characteristics of the local community with those of
another community.
2-G4.0.2: Use components of culture (e.g., foods,
language, religion, traditions) to describe diversity in
the local community.
o Running Out of Night; Sharon Lovejoy
Grade Level: 4th-7th
Link for purchase: https://www.amazon.com/Running-OutNight-Sharon-Lovejoy/dp/0385378475
Lexile Measure: 830L
GLCEs
6-G1.2.1: apply the skills of geographic inquiry
(asking geographic questions, acquiring geographic
information, organizing geographic information,
analyzing geographic information, and answering
geographic questions) to analyze a geographic
problem or issue.
6-G2.2.1: Describe the human characteristics of the
region under study (including languages, religion,
economic system, governmental system, cultural
traditions).
6-G2.2.3: Explain how culture and experience
influence peoples perception of places and regions.
6-G4.1.4: Explain how cultural patterns influence
environments and the daily lives of people.
6-G4.2.1: Identify and describe the advantages,
disadvantages and impact of different technologies

used to move people, products, and ideas throughout

the world.
6-G4.3.3: Explain the patterns, causes, and
consequences of major human migrations.
6-G4.4.1: Identify factors that contribute to conflict
and cooperation between and among cultural groups
(e.g., control/use of natural resources, power, wealth,
and cultural diversity).
6-G4.4.2: Evaluate from different perspectives,
examples of cooperation and conflict within the
region under study.
o The Watcher; Joan Hiatt Harlow
Grade Level: 4th-6th
Link for purchase: https://www.amazon.com/Watcher-JoanHiatt-Harlow/dp/1442429127
Lexile Measure: 680L
GLCEs
6-E2.3.1: Describe the impact of governmental policy
(e.g., sanctions, tariffs, treaties) on that country and
on other countries that use its resources.
6-C4.3.1: Explain how governments address national
and international issues and form policies and how
the policies may not be consistent with those of
other countries.
6-C1.1.2: Examine what it means to be a citizen in
different countries.
6-G4.4.2: Evaluate from different perspectives,
examples of cooperation and conflict within the
region under study.
o The Grudge Keeper; Mara Rockliff
Grade Level: 1st-2nd
Link for purchase: https://www.amazon.com/GrudgeKeeper-Mara-Rockliff/dp/1561457299
Lexile Measure: AD820L
GLCEs
1-C2.0.1: Explain fair ways to make decisions and
resolve conflicts in the school community
1-C5.0.2: Describe situations in which people act as
good citizens and explain how those actions
demonstrate core democratic values.
1-P3.1.1: Identify public issues in the school
community
1-P3.1.3: Identify alternative resolutions to a public
issue in the school community

1-P3.3.1: Express a position on a public policy issue

in the school community and justify the position with
a reasoned argument.

Childrens Literature: Non-Fiction

o Philip Reid Saves the Statue of Freedom; Eugene Walton, Steven
Lapham, R Gregory Christie
Grade Level: 4th-5th
Link for purchase: https://www.amazon.com/Philip-ReidSaves-Statue-Freedom/dp/1585368199
Lexile Measure: N/A, Ages 8-11
GLCEs
5-U.2.2.2: Describe the life of enslaved Africans and
free Africans in the American colonies.
5-U.2.2.3: Describe how Africans living in North
America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of
new cultures to develop a distinct African-American
culture
o Desmond and the Very Mean Word; Archbishop Desmond Tutu,
Douglas Carlton Abrams, A.G. Ford
Grade Level: 3rd-4th
Link for purchase: https://www.amazon.com/Desmond-VeryMean-Word-Tutu/dp/0763652296
Lexile Measure: N/A, Ages 6-9
GLCEs
3-P4.2.1: Develop and implement an action plan and
know how, when, and where to address or inform
others about a public issue.
3-P4.2.2/4-P4.2.2: Participate in projects to help or
inform others.
4-C5.0.3: Describe ways citizens can work together
to promote the values and principles of American
democracy.
o The Life of Rice: From Seedling to Supper; Richard Sobol
Grade Level: 3rd-6th
Link for purchase: https://www.amazon.com/Life-RiceSeedling-Traveling-Photographer/dp/076363252X
Lexile Measure: NC1200L
GLCEs
4-G5.0.1: Assess the causes and positive and
negative consequences of human activities in
different parts of the country (e.g., agriculture,
forestry, urban, and suburban development).

6-G3.2.1: Locate major ecosystems and explain how

and why they are similar or different as a
consequence of latitude, elevation, landforms,
location, and human factors
o A Woman in the House (And Senate); Ilene Cooper
Grade Level: 5th-7th
Link for purchase: https://www.amazon.com/Woman-HouseSenate-Congress-Barriers/dp/1419710362
Lexile Measure: 1040L
GLCEs
6-G4.1.2: Compare the roles of men and women in
different societies
6-C4.3.2: Explain the challenges to governments and
the cooperation needed to address international
issues (e.g., migration and human rights).
7-C1.1.2: Examine what it has meant to be a citizen
in the era under study
o The History of Money: From Bartering to Banking; Martin Jenkins,
Satoshi Kitamura
Grade Level: 4th-6th
Link for purchase: https://www.amazon.com/History-MoneyBartering-Banking/dp/0763679739
Lexile Measure: 1160L
GLCEs
4-C3.0.2: Give examples of powers granted to the
federal government (e.g., coining of money,
declaring war) and those reserved for the states
(e.g., drivers license, marriage license).
4-C5.0.3: Describe ways citizens can work together
to promote the values and principles of American
democracy.
4-E1.0.4: Explain how price affects decisions about
purchasing goods and services (substitute goods).
4-E1.0.7: Describe the exchange of goods and
services and the role of money (circular flow model).
6-E1.1.1: Explain how incentives in different
economic systems can change the decision-making
process (e.g., acquiring money, profit, goods,
wanting to avoid loss in position in society, job
placement).
6-E3.1.2: Use the circular flow of economic activity to
diagram or map the flow of materials, labor, and
capital into a manufactured consumer good sold in
the marketplace.

o The Girl from the Tar Paper School: Barbara Rose Johns and the
Advent of the Civil Rights Movement; Teri Kanefield
Grade Level: 3rd-5th
Link for purchase: https://www.amazon.com/Girl-Tar-PaperSchool-Movement/dp/1419707965
Lexile Measure: 1100L
GLCEs
4-C5.0.2: Explain the rights of citizenship, why rights
have limits, and the relationship between rights and
responsibilities
4-C5.0.3: Describe ways citizens can work together
to promote the values and principles of American
democracy.
4-C3.0.5: Give examples of how the system of checks
and balances limits the power of the federal
government
4-C2.0.2: Describe how rights guaranteed by the
Constitution and the Bill of Rights, and Core
Democratic Values, are involved in everyday
situations.
-

Websites
o University of Delaware: Literature with Social Studies Themes
Link: https://www1.udel.edu/dssep/literature.html
Description and Summary of site: This site makes finding
grade level social studies childrens literature easy. It lists
each of the four main social studies Content Areas (History,
Geography, Civics, Economics) and under each of these
headings are three sections, Primary (K-2), Intermediate (34), and Advanced (5-6).
Pros
Easy to use and reference
Provides a long list of books for each grade and social
studies content area.
Includes the subject of each book and a brief
summary of each book.
Cons
No pictures are given which makes determining if the
book is actually useful a little bit harder (quality
illustrations are important too!)
Doesnt distinguish between fiction and informational
Useful tips, ideas, or activities for use in class
Modify one of these lists to allow students to select a
book to read from for a social studies unit great for
Differentiated Instruction.

Reference this list when looking for a book for a

social studies lesson or for a particular unit theme.
Use this database as a starting point for creating a
more-extensive social studies childrens literature list
o The Gilder Lehrman Institute of American History
Link: https://www.gilderlehrman.org
Description/Summary of site: This site provides a wealth of
information such as essays, primary sources, multimedia,
interactive features, teaching resources, and more. One
can search either by historical era, programs and
exhibitions, primary sources and multimedia content. This
organization has outdone itself in providing a bank of
information and resources to educators and students for
learning about all things history and social studies.
Pros
A wealth of information
Easily referenced
User-friendly
Great resource for accessing primary sources
Great research tool
Cons
Need a membership through a school to activate
most of the quality information
Much of the information is geared towards middle
school/high school difficult to use in very young
grades.
Useful tips, ideas, or activities for use in class
Incorporate primary sources in a social studies lesson
plan. Even if a primary source is considered to be at
a higher level than what you may be teaching, the
primary source can most likely be adapted to your
particular grade level.
Allow older students to browse the website (given
that they have access) looking for particular
information great research tool that allows students
to access quality information without having to sift
through junk on the Internet.
Great for differentiated instruction for gifted students
this website provides many higher-level resources.
This would be a good place to send gifted students to
allow them to dig deeper while also allowing them to
develop their research skills.
When searching History by Era, some eras provide
an interactive timeline on the website.

o Edutopia: Making (in) History: Learning by Reinvention

Link: https://www.edutopia.org/blog/making-in-historylearning-by-reinvention-heather-pang
Description/Summary of site: This website provides
innovative ideas for teaching discovery based social
studies concepts while also integrating STEM concepts (i.e.
learning about the telegraph by reinventing it:
experiencing history, innovation, and communication while
learning about science).
Pros
Great discovery and integration-based social studies
lessons.
Makes learning fun!
Targets the Kinesthetic/visual learners
Fosters innovation and creativity
Cons
Materials and resources: could be potentially hard to
access depending on the project
Works best in a makerspace not all schools have
this.
Useful tips, ideas, or activities for use in class
For those days when there just arent enough hours
in the day, this is a great way to mesh a science and
social studies unit (rather than trying to squeeze
them in separately).
Can make differentiation easier Allow different
students to create different things that all accomplish
the same GLCE but still challenge each student in the
classroom at their level.
Use to foster critical thinking skills!

Lessons/Activities/Blogs/Units
o What is Economics?
Type: Maisa Unit (https://oaklandk12public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default
?
BackLink=912647&SourceSiteID=&UnitID=13485&YearID=
2017&CurriculumMapID=111)
Title: Lesson 1: What is Economics?
Grade Level: 4th Grade
Basic Scores on Lesson Rubric
Lesson #1: What is Economics?
Score
Curriculum and Standards
4

Objectives
2
Introductory Activities
4
Learning Activities
4
Student Centered
3
Concluding Activities
3
Assessment
4
Lesson Materials and Resources 4
Total 28/32
GLCEs
4-E1.0.1: Identify questions economists ask in
examining the United States (e.g., What is produced?
How is it produced? How much is produced? Who
gets what is produced? What role does the
government play in the economy?).
Pros
Clear and succinct. Economics can be a tricky
concept to learn and to teach. This lesson does a
good job of building a foundation for students to
work from for the rest of the unit (and the rest of
their lives).
Flows logically. Each part of the lesson is
absolutely necessary to the entire lesson and it
happens at a place that makes sense. Students
should be able to follow it without too much of a
problem.
Extensive Resources. Multiple Resource lists are
provided (lesson resources and materials, student
resources, teacher resources, and further
development resources)
Cons
No clear objective stated. The content expectation is
listed; I believe the author of the lesson intended
that to be the lesson objective. If thats the case, the
objective is not measurable, authentic, or relevant
by itself those things need to be inferred from the
rest of the lesson.
Allows for some differentiation, but not very many
opportunities.

o Doing Social Studies

Type: Blog; various authors (based in KS)
Title: www.doingsocialstudies.com
Grade Level: Resources for all grade levels
GLCEs

While the blog as a whole isnt targeted to specific

social studies GLCEs, they have different posts that
give ideas, resources, and strategies for helping
teachers meet grade level content expectations.
Some examples are:
o Geography: Literally #FindYourPark with free
maps! https://doingsocialstudies.com/2016/08/29/liter
ally-findyourpark-with-free-maps/
o Common Core/ELA: H.I.T. Notebooks: A
Different take on Interactive Notebooks https://doingsocialstudies.com/2016/08/15/105
6/ (LOVE THIS IDEA!)
o Assessment: A Guide to a New Type of Test https://doingsocialstudies.com/2015/09/30/aguide-to-a-new-type-of-test/#more-795

Pros
Provides innovative and current ideas for social
studies teachers.
Stays up to date on educational trends and
buzzwords
Cons
While the blogs are helpful, theyre just that; blogs.
Each blog posting can be difficult to recall or
reference a second time unless the specific link is
saved, which can be a slight inconvenience.
Geared toward Kansas teachers (as opposed to a
wider audience)
o Taking a Position on a Public Issue Facing U.S. Citizens
Type: Lesson: Maisa Unit (https://oaklandk12public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default
?
BackLink=912647&SourceSiteID=&UnitID=13487&YearID=
2017&CurriculumMapID=111)
Title: Lesson 6: Taking a Position on a Public Issue Facing
U.S. Citizens
Basic Scores on Lesson Rubric
Lesson 6: Taking a Position US Score
Citizens
Curriculum and Standards
4
Objectives
2
Introductory Activities
3
Learning Activities
4
Student Centered
3
Concluding Activities
4

Assessment
4
Lesson Materials and Resources 4
Total 28/32
Grade Level: 4th Grade
GLCEs
4-P3.3.1: Compose a brief essay expressing a
position on a public policy issue in the United States
and justify the position with a reasoned argument.
Pros
Encourages critical thinking skills
Great way to integrate Language Arts and Social
Studies
Cons
Objectives are missing
Could involve a tighter connection for studentcentered activities