Musical Cultures

This is conceived as a social studies unit, which addresses post WWII culture, and the effect of reconstruction on musical education. The musical cultures of Germany and Japan will be discussed and examined. The students will be exposed to changes in American education during the same period focusing on the inclusion of Jazz in the curriculum. The students will have read and explored events directly following WWII.

Activity one:

Jazz during the late nineteen forties.

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Process:

1. Ask the students what they know about Jazz.

2. Ask the students what they want to know about Jazz.

3. Play the intro Ward and Burns' "Jazz a History of America's Music"

4. Ask students to describe what Burns Feels Jazz is, and its place in post WWII America.

5. Play "Take the A Train".

6. Respond to musical piece through creative drawing or abstract written definition.

7. Discuss student responses.

Materials:

Ken Burns and Geoffrey Ward's PBS documentary "Jazz a History of America's Music"

Count Basie "Take the A Train" mp3

Activity two:

Orff’s approach to teaching German folk music .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 18.B.2.B Describe the ways in which institutions meet the needs of society.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Orff Schulwerk.
2. Ask the students why Orff educated students in this manner. Exploring financial, political, and cultural reasons.
3. Allow students to explore Orff instruments.
4. Walk students through an Orff based lesson.
5. Ask students if this differs from how they were taught music, and discuss difference.
6. Allow students to compose their own works.

Materials:

Orff-Schulwerk

Studio 49 Orff instruments

Recorders

Activity three:

Suzuki’s approach to teaching Japanese musicians .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Suzuki.

2. Ask the students why Suzuki educated students in this manner. Exploring financial, political, and cultural reasons.

3. Play portion of Circle Round.

4. Discuss differences and similarities of all three musical cultures.

5. Students will respond to the Suzuki method by writing what they like or dislike.

Materials:

Video “Circle Round”

Japanese Culture

Activity 1 (of 3): Comparing and Contrasting Diets

Illinois Learning Standards

5.A.2b: Organize and integrate information from a variety of sources (e.g. books, interviews, library reference materials, web-sites, CD/ROMS).
5.C.2b: Prepare and deliver oral presentations based on inquiry or research.
17.A.2a: Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, and natural hazards.

Items Needed

One copy of How My Parents Learned to Eat by Ina R. Friedman, map of Japan, computers, and Venn Diagram for each student

Activity

1) Begin by asking students to name some of their favorite foods. Then show the students a map of Japan and ask what foods kids in Japan might eat.
2) Read How My Parents Learned to Eat. Ask questions along the way that promote higher and lower order thinking skills: What utensil does the American man eat with? What is a kimono? When might a person wear a kimono?
3) Discuss the foods mentioned in the book. Then put students into pairs and give each student a venn diagram. Tell students they will use the internet to research foods eaten in Japan and America. They will compare and contrast these foods. Students will consider the following questions as they conduct their research: Why do Japanese people still eat some of the same foods they ate hundreds of years ago? Why are Japanese people eating some of the same foods as Americans today?
4) Students will present their findings to the class. The teacher and students will discuss the foods mentioned in terms of which are healthy and why as well as which are unhealthy and why.

Activity 2 (of 3): Eating with Chopsticks


Illinois Learning Standards

1.B.2a: Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify, and extend ideas.
3.A.2: Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; accurate spelling, capitalization, and punctuation.

Items Needed

Smartboard, computer, chart paper and markers for KWL, Japanese food set (IMC,3D, Soci 375), paper plates, chopsticks, cooked rice, and cooked vegetables

Activity

1)Begin by asking what eating utensil is important to Japan's culture. Then lead the class in filling out the "K" and "W" on the KWL about chopsticks.
2) Put the informational reading Chopsticks History and Legend ( http://www.asianartmall.com/chopstickshistory.htm) on the smartboard and read to the students. After reading to the class fill out the "L" on the chart.
3) Show the class the Japanese food set that contains a traditional Japanese meal. Demonstrate for the class how to eat with chopsticks.
4) Give each student their own set of chopsticks and a plate of rice and vegetables, so they can experience the Japanese culture of eating with chopsticks.
5) Students will summarize what they learned about the history of chopsticks in a well written paragraph.

Activity 3 (of 3): Writing a Haiku

Illinois Learning Standards

2.B.2b: Identify and explain themes that have been explored in literature from different societies and eras.
3.C.2a: Write for a variety of purposes and for specific audiences in a variety of forms.

Items Needed

One copy of Grass Sandals by Dawnine Spivak, overhead projector, examples of Haiku poetry

Activity

1) The teacher will begin by asking students what a haiku is. Then the teacher will explain that a haiku is a form of poetry that has been part of Japan's culture for hundreds of years.
2)Read Grass Sandals to the class. This book is about Matsuo Basho the creator of haiku poetry as we know it today.
3) Show examples of haikus on the overhead emphasizing that haikus are mostly about nature.
4) Take students outside to explore nature. Students will then return to the classroom and write their very own haiku to share with the class.

Food, culture and nutrition around the world

These activities are intended for ELLs in late elementary school. That is the reason why, even though the topics suggested for anaylisis and discussion belong in that level, the reading materials are of a lower level of difficulty. Students will have already been introduced to general ideas on food and nutrition.

Learning Center 1 (of 3): What children eat around the world. Reading

Illinois Learning Standards

1. A. Apply word analysis and vocabulary skills to comprehend selections.

1. B. Apply reading strategies to improve understanding and fluency.

13. B. Know and apply concepts that describe the interaction between science, technology and society.

17. A. Locate, describe and explain places, regions and features of the Earth.

17. C. Understand relationships between geographic factors and society.

Items Needed

Copies of Hollyer, B. (2003). Let’s eat. What children eat around the world. New York: Henry Holt in association with Oxfam. (IMC 394.1 H746L).

Paper, pens.

Activity

1. As a whole class, students will make predictions about the content of the book based on their reading of the texts and images in the contents page. The teacher will elicit the students’ predictions with general questions about their previous geographical and social knowledge of the countries and peoples involved.

2. In groups, students will read the book paying attention only to the regular days and not on the special days sections of the book. They will be asked to highlight all the regular activities that they children do during the day and to compare them with their own daily actions. The teacher and the students will make lists of those activities on the blackboard in order to revise the verbs connected with daily routines. A discussion of the ways in which the children’s lives compare and contrast will ensue.

3. Students will concentrate on food, then. With the assistance of the teacher, they will produce reader generated questions (RGQs) on food in the different cultures present in the text. Ideally, for this activity, the teacher will foster the questions he or she will already have in mind, but will not have them printed beforehand so as to give way to the questions students may have. Students will be asked to draw a graphic organizer with their questions and to look for the answers in the text. A final group summary of all the data the students will have gathered from the text would be advisable in order to highlight the differences or commonalities between the cultures under examination.

Learning Center 2 (of 3). The food pyramid.

Reading. Presenting.


Illinois Learning Standards

1. B. Apply reading strategies to improve understanding and fluency.

4. B. Speak effectively using language appropriate to the situation and audience.

15. A. Understand how different eco­nomic systems operate in the exchange, production, distribution and consumption of goods and services.

15. B. Understand that scarcity necessitates choices by consumers.

17. C. Understand relationships between geographic factors and society.

Items needed
Access to MyPyramid.gov.

Copies of Hollyer, B. (2003). Let’s eat. What children eat around the world. New York: Henry Holt in association with Oxfam. (IMC 394.1 H746L).
Colored construction paper, colored markers, crayons, pencils.


Activity

1. In groups, students will browse the sites for one of the food groups in the pyramid and make their own notes about them. They will prepare a short group presentation on the food group to be shared with the rest of the class.

2. In groups, students will choose one of the meals described in the the book they will have read (e. g. grilled beef, corn on the cob, puthu, madumbes and amasi) and determine how the food groups are represented in it. They will be able to use the food galleries for each of the groups in MyPyramid.gov for visual help. They will also have group discussions about how healthy the meal is in view of what is recommended by American government. Finally, they will make a poster on the meal they have worked on and present it to the rest of the class.

3. Once all the posters are displayed and presented, they will discuss as a class about the different stuff used to make up for the otherwise similar food groups around the world. They will also make connections about the availability of certain items depening on the geopgraphical region of the world in which the person lives. Comparison and contrast with their own geographical and social situation will be fostered.

Learning Center 3 (of 3). Jalapeno Bagels.
Reading. Presenting. Writing.

Illinois State Standards

1. A. Apply word analysis and vocabulary skills to comprehend selections.

1. B. Apply reading strategies to improve understanding and fluency.

1.C. Comprehend a broad range of reading materials.

4. B. Speak effectively using language appropriate to the situation and audience.

5. A. Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems and communicate ideas.

5. C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

Items needed

Copies of Wing, N. (1996). Jalapeno Bagels. New York: Atheneum Books for Young Readers. (IMC EW769j)
Paper, pens.

Activity

1. As a whole class, students will make predictions on the content of the book based on its title and cover. The teacher will jot down all their suggestions on the blackboard so as to come back to them later, once they book will have been read. Then, the teacher will read the first passage of the book aloud (p. 3) and will ask the students to refine their guesses. Their new ideas will also be written down on the blackboard. Ideally, the teacher will guide them to the idea that the may problem in the book lies in the statement “My teacher told us to bring something from our culture.” On the basis of the material on the blackboard, the students will be asked to produce reader generated questions (RGQs) which, this time, will not be induced by the teacher.

2. Looking for answers to the questions they will have produced, students will read pp. 4 to 16 of the book in pairs. After that, they will be asked to make groups of four and discuss their answers. A class discussion will ensue in which they will retell the events in the story and check out their guesses. The teacher will explain why certain guesses where more appropriate than others and why some might not be plausible at all. Ideas about the structure of the story will be elicited. Based on that structure, the teacher will make a list on the blackboard containing all the bread items mentioned in the text (i. e. pan dulce, empanadas de calabaza, chango bars, bagels, challah, sesame-seed bagels, and jalapeno bagels). Students will be asked to describe each one of these items briefly. They will be advised to refer for help to the glossary on p. 21. Finally, they will be asked to predict the end of the story and their guesses will be jot down on the blackboard.

3. Students will be asked to form pairs different form the ones they have formed at the beginning of the lesson and they will read the end of the story. By the time they have finished, the teacher will have written on the blackboard the final passage of the book “Why Jalapeno bagels? -asked Papa. Because they are a mixture of both of you. Just like me!” He or she will ask the students to explain the meaning and moral of the story tracing back to the content of the story, i. e. the different bread items belonging in the Mexican and Yiddish cultures. As a way of connecting this learning centre to the previous ones, the teacher may ask the students questions about the food groups the items mentioned in the story belonged in and about their nutrition and health facts (Learning Center 2) or to spot the cultures where the parents in the story come from in a world map and make connections with the food produced in those regions (Learning Center 1).

4. Something from your culture. As a final step, the teacher will ask the students to brainstorm ideas to describe food items from which they consider to be “from their culture” and they will produce an outline of a writing/photograph/recipe/story project to be presented on the following class. That class will probably start with a vocabulary activity in which students will have to match the names of the different dishes learnt in this lesson to their corresponding descriptions. Ideas about the cultural globalization of food may be introduced on a subsequent class as well.

Object Box: The Middle Ages

by Derek Cook

OBJECT BOX 1: MEDIEVAL LIFE

NCSS Thematic Strand: I - Culture

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

>16.D.1(W): Identify how customs and traditions from around the world influence the local community.
>16.D.2(W): Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

Activity: After the teacher reads passages from the book Life in the Middle Ages: The Countryside, put the students in groups of three or four, assign them each a roll to play as part of a peasant family, and have them discuss within the group what it would be like to be part of that family in the Middle Ages. After adequate time has been given for the discussion, have each group share with the rest of the class their opinions on what life would have been like for a peasant family during the middle ages. Make suggestions and/or guided questions to cover any important information that students might have missed.

Contents of Box: Life on a Manner poster, Life in the Middle Ages: The Countryside by Hinds, Kathryn, Medieval History time chart poster, The Medieval Town poster

Resources: Hinds, Kathryn. (2001). Life in the Middle Ages: The Countryside. New York: Benchmark Books
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 249
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 130
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 131

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OBJECT BOX 2: THE CHURCH

NCSS Thematic Strand: V – Individuals, Groups, and Institutions

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
>18.B.2b: Describe the ways in which institutions meet the needs of society.

Activity: The teacher will read passages from Art and Civilization: Medieval Times and then lead a discussion as to why the church was so important in the lives of individuals during the Middle Ages. The students will be reminded of the remoteness of manors and now interaction with other communities in such cases was not common, thus propagating generational isolation that required a system of order supplied by the church. Then the students will be placed into small groups to discuss and list any institutions in their community that have a heavy influence on their lives. Each group will share their list with the rest of the class. After the teacher guides a short discussion about the lists, each student will be asked to write a short paragraph about whether or not they believe that institutions such as those discussed from the lists should in fact be an influence on the community. The students should also give examples of positive and/or negative effects of the institution.

Contents of Box: The Medieval Church poster, Art and Civilization: Medieval Times by Bardi, M., Di Pasquale, G.

Resources: Bardi, M., Di Pasquale, G. (2002). Art and Civilization: Medieval Times. New York: Peter Bedrick Books/McGraw-Hill
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 132

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OBJECT BOX 3: NOBILITY

NCSS Thematic Strand: VI – Power, Authority, and Governance

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>IL.16.B.3c(W): Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: Volunteers will be asked to read passages from Good Masters! Sweet Ladies! Voices from a Medieval Village. The teacher will then ask the students what was different about being of noble birth as compared to being a common peasant. The teacher will then lead a discussion about the obligation and responsibility of governance over a population and then the threats from abroad during the Middle Ages. After the discussion the teacher will group the class into four teams to play a basic game of the King Maker board-game. As homework, each student will be asked to write a few paragraphs trying to persuade their audience as to whether it was more advantageous to be a noble or peasant during the Middle Ages.

Contents of Box: King Maker board-game, Good Masters! Sweet Ladies! Voices from a Medieval Village by Schlitz, Laura Amy

Resources: Schlitz, Laura Amy. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Villiage. Cambridge: Candlewick Press
SIUC Morris Library - 3rd floor IMC 3-D GAMES 271

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OBJECT BOX 4: CASTLES

NCSS Thematic Strand: VIII – Science, Technology, and Society

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>16.E.5a(W): Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.

Activity: In groups of three or four, the students will be given ample time to explore the interactive PC game. After all of the students have been acquainted with the game, the teacher will lead them in a discussion as to the different features of a castle and their respective functions. The student will be asked to consider the advancements or building techniques of the time period, yet the limitations of such technology as compared to modern day. The students will then be put in pairs in which they will design and draw a castle that must stay true to the building technologies discussed from the Middle Ages. The students will also be asked to label special features on their castles and what function they serve. Each pair of students will share their drawing with the rest of the class, after which the drawings will be displayed on a bulletin board.

Contents of Box: Castle Explorer game (software)

Resources: SIUC Morris Library - 3rd floor IMC - IMC00198 271 (enquire at help desk)

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OBJECT BOX 5: KNIGHTS

NCSS Thematic Strand: X – Civic Ideals and Practices

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: After reading the book Knights the teacher will lead a class discussion about what they learned from it and the other visual aides. Then the teacher will have the students participate in a mock jousting tournament. Two students will face each other at a sizeable distance apart so that they will be able to approach each other at a decent pace. Have each student tape an inflated balloon to his/her upper arm, just below the shoulder. Using Styrofoam swimming pool noodles have students joust, trying to knock off each other’s balloon. Set standard for winning a match, and keep track of students in a tournament bracket. Foil paper can be worn for fun. After the game is over, the teacher will ask the students to consider what a knight meant to a community during the Middle Ages and what his service to the Lord required of him. The teacher will discuss how matters of loyalty trumped personal satisfaction.

Contents of Box: Knights by Steele, Philip, Knight Puppet, Giant Knight Puzzle, Knights and Knighthood poster

Resources: Steel, Philip. (1998). Knights. New York: Kingfisher
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 129
SIUC Morris Library - 3rd floor IMC 3-D SOCI 378
SIUC Morris Library - 3rd floor IMC 3-D STORY AID 337

Object Boxes: Immigration to Ellis Island (1800-1880)

By: Julia Carian and Tabitha Ng

Object Box 1: Timeline

NCSS Thematic Strand: Time, continuity and change
Illinois State Standards:
IL.16.A.1a: Explain the difference between past, present and future time; place themselves in time.
IL. 16.A.1b:Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

Activity: Students will read two sections of the timeline titled: 1775-1865 and 1865-1892. Students will be given five events about history of Ellis Island. Using the text as a resource, students will then put the events in chronological order according to the text.
Resources:
(2010, February 22). "Ellis Island Timeline." Retrieved February 23, 2010, from A&E Television Networks: http://www.history.com/content/ellis-island/timeline

Object box 2: Coming to America

NCSS Strand: Individual Development and Identity & Culture
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.

Activity: Students will learn what the word “immigrant” means and then what is means to be an American through discussion. Students will be placed into groups of 4-5 to discuss their individual cultural backgrounds. The teacher will write down student’s ideas and thoughts about their culture and then relate it to the affects of immigration shaping who we are today.

Resources:
Jango-Cohen, J. (2008). Ellis Island: Cornerstones of Freedom New York: Scholastic Children’s Press.

Maestro, B. (1996). Coming to America: The Story of Immigration. New York: Scholastic Inc.

Object Box 3: Tour of Ellis Island

NCSS Strand: People Places and Environments & Individuals Groups and Institutions
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.C.2c: Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial develop­ment era to the present.

Activity: Students will take virtual tour of website provided in the resources. As students take the virtual tour of Ellis Island, they will be instructed to pay close attention to: how the families traveled, the reasons why immigrants came to America, and the requirements upon and after entering the country. Students will then collectively discuss what they noticed from the tour with the class, and the teacher will instruct further by having students associate how immigrants traveled in poor conditions to how people travel today by airplanes, trains. (An example of question: What are examples of the ways in which immigrants traveled to how we travel today? *Answer: Need identification, suitcases, travel documents like air tickets, etc.)

Resources:

Scholastic, Inc. (2010, February 22). "Immigration-Stories of Yesterday and Today: An Interactive Tour of Ellis Island" . Retrieved February 23, 2010, from : http://teacher.scholastic.com/activities/immigration/tour/index.htm

Object Box 4: Statue of Liberty

NCSS Thematic Strand: Individuals, Group and Institutions
Illinois State Standards:
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.
IL.18.A2: Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

Activity: Before conducting the activity, students will be given a puzzle and be asked to construct the puzzle as a class. Then, students will read Emma Lazarus’s poem together as a class. The teacher will have students look at the lines, “Give me your…door,” and talk about what Lazarus implies. Using the construction of the Statue of Liberty, the instructor will use the puzzle as a visual for the class to discuss what the Statue of Liberty meant to immigrants (freedom, opportunity). Students will make an acrostic poem with the words “Statue of Liberty” involving concepts/terms associated with immigration.
Resources:
Statue of Liberty Puzzle: Morris Library IMC 3-D SOCI 369

Lazarus, E. (1883). "The New Colossus-Poets.org". Retrieved February 23, 2010, from : www.poets.org/viewmedia.php/prmMID/16111

Object Box 5: Making the Connections
NCSS Thematic Strand: Individual Development and Identity & Culture
Illinois State Standards:
IL.16.D.1 (W) Identify how customs and traditions from around the world influence the local community.
Activity: Students will investigate how various cultures have shaped American society. Students will read booklets within the set “American Dream Activity Cards” and learn how cultures have impacted the society we live in today. Students can choose what booklets to read from based on the ancestry they think they originated, or what culture interests them. As class students can discuss the impact English, Scottish, Welsh, and Irish immigrants brought to the United States. Students can then compare the traditions and values to how Illinoisans live today.

Resources:
Morris Library: “American Dream Activity Cards” IMC 3-D SOCI 280

Object Box: Italy

Object box 1: Monuments
NCSS Thematic Strand: People, Places, and Environments
IL History Standard:

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

16.B.1a (US) Identify key individuals and events in the development of the local commu­nity (e.g., Founders days, names of parks, streets, public buildings).

Activity- After reading and discussing the book, The Roman Colosseum, by Elizabeth Mann, the children will get into groups and each work together to build the Colosseum using the block system.

Content of box: Colosseum block system and the book.

Resources: Morris Library- imc 3d soci 410, http://www.italyguides.it/us/roma/rome_italy_travel.htm

Object box 2: Language

NCSS Thematic Strand: Culture

IL Social Systems Standard:

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

Activity: The class will discover the Italian Language by using the vocabulary cards shown in the picture above and by visiting the babelfish website. After practicing the language each student will choose a word they feel is important to put in the classroom book of Italian and English words. Each student has a page to put the Italian word, that word in English, and can draw a picture describing that word.

Content of box: Italian Vocabulary Set, website, and classroom made book.

Resources: Morris Library- imc 3d fore 101

http://babelfish.yahoo.com/translate_txt translation website for language object box

Object box 3: Italian Food

NCSS Thematic Strand: Culture

IL Social Systems Standard:

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

18.A.1 Identify folklore from different cultures which became part of the heritage of the United States.

Activity: For this activity, we will lay out the food manipulatives and discuss why these foods are important in Italy. We will then read the book Strega Nona and talk about the pasta pot in the story. To experience the types of Italian food the class will make a pasta pot full of spaghetti at the end of our lesson.

Content of box: Italian Food Set and Strega Nona

Resources: Italian Food Set- imc 3d soci 375, Strega Nona by Tomie dePaola, and materials for classroom spaghetti

Object box 4: Geography

NCSS Thematic Strand: People, Places, and Environments

IL Geography Standard:

STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

A. Locate, describe and explain places, regions and features on the Earth.

17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

17.A.1b Identify the characteristics and pur­poses of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.

Activity: After looking at maps of Italy, the students will create a large picture of Italy. They will each get a section of Italy to color, label important features and cities, and then will place the sections together for a classroom map of Italy.

Content of box: Websites, map of Italy, and classroom made map

Resources: www.googlemap.com , http://wwp.greenwichmeantime.com/time-zone/europe/european-union/italy/rome/index.htm this includes regions and time zones throughout Italy.

Object box 5: Currency

NCSS Thematic Strand: Culture and Global Connections

IL Social Systems Standards:

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

C. Understand how social systems form and develop over time.

18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

Activity: The students will use the website given to learn the value of European money. As a class, we will compare and contrast Euros with US dollars.

Content of box: Website: http://www.euro.ie/sch_quiz/primary/student.htm

Resources: The following website is a great resource for teachers to get worksheets and quizzes to see what the students have learned and what they still need to work on. http://www.mathworksheetwizard.com/thirdgrade-math.html