Social Studies Methods -- Flat Stanley Activities

Group	Activity Idea	NCSS Standard(s) Addressed	CCSD CEF Objective(s) Addreessed
Chapter One
Possible Themes: Families, Communities, Community Helpers, Homes, Physical Appearance
Spring 2007	Students will study families (mom, dad, sister, brother, …) by making a poster on each of their family members. The posters must include one characteristic of each member and list two characteristics that differentiate their family and the Lambchop family.	Describe the unique features of one’s nuclear and extended family.	(1)1.8 Work cooperatively in groups.
Spring 2007	Students think of a time when they have visited the doctor. Have each student write about a time they went to the doctor. “Was it scary?” “Are doctors nice?” “What do you have to do when you go to the doctor?”		(1) 2.3 Identify occupations/services who help families.
5	As a class, make a table of brainstormed occupations and what those occupations do.	Individuals, Groups & Institutions: Identify examples of institutions and describe the interactions of people with institutions.	(2) 2.12 Identify community occupations in a given job cluster.
	Students will draw Stanley's bedroom.	Time, Continuity & Change: Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.	(2) 3.26 Plan a spatial change for a classroom or school.
	Make a timeline of events after Stanley was flattened.	Time, Continuity & Change: Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago. Read and construct simple timelines. Identify examples of change; and recognize examples of cause and effect relationships.	(2) 4.13 Recognize a timeline.
10	Have students brainstorm things Stanley can do now that he is flat.	IV d. Show how learning and physical development affect behavior IV f. Explore factors that contribute to one’s personal identity such as interest, capabilities, and perceptions.
10	Have students create a bulletin board that represents their culture. Compare it to what other children in different cultures might have on their bulletin boards.	I d. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
16	Students will measure each other’s heights and prepare bar graphs. Students will use the data to discuss individual differences and similarities.	IV h. Work independently and cooperatively to accomplish goals.	(1)1.5 Participate in class discussions. (1)3.7 Recognize various groups within the classroom population.
16	The students will make a “Flat Stanley” that looks like them. Each student wil share his/her depiction and the class will discuss individual differences and similarities.	IVh. Work independently and cooperatively to accomplish goals.	(1)3.7 Recognize various groups within the classroom population.
19	Students will learn about the role of family and community members. Guest speakers will come into the classroom to discuss their occupations with the students. Students will draw pictures and write a few sentences about what they want to be when they grow up.	Va. Identify roles of learned behavior patterns in group situations such as student, family member, peer play group member, or club member	(1)2.3 Identify occupations/services who help families.
20	Class will complete a concept map brainstorming service occupations.	VII e. Describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.	(1)2.3 Identify occupation services who help families.
20	Invite a guest speaker (e.g., pediatrician) to inform the class about a doctors’ responsibilities. Have students prepare questions for the guest speaker to ask when he/she is present.	IV f. Explore factors that contribute to one’s personal identity such as interest, capabilities, and perceptions.	(1)1.5 Participate in class discussions.
Chapter Two
Possible Themes: Material Value, Personal Responsibility, Community Helpers, Inventions, Police, Communications, Postal System, Transportation, Basic Physical Needs
Spring 2007	Students use a concept map to identify different stereotypes within a community (e.g., police authority vs. citizen).	VI. Power, Authority, & Governance a. Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class.	(4)1.4 identify ways conflicts can be resolved in a peaceful manner that respects individual rights [NS 5.5.6]
Spring 2007	Students brainstorm the benefits and downfalls of being flat, and give reasons why they would want to be flat or not be flat.	IV. Individual Development & Identity a. Describe personal changes over time, such as those related to physical development and personal interests f. Explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions.
4	Students create stamps. They will then play post office by paying for stamps and mailing packages.	VII. Production, Distribution, and Consumption g. Explain and demonstrate the role of money in everyday life. V. Individuals, Groups, & Institutions c. Identify examples of institutions and describe the interactions of people with institutions.	(K) 2.1 Recognize ways money is used to buy goods and services. (K) 2.3 Identify types of occupations/services and describe their importance in the community.
	Students draw pictures of their homes and write their full name at the bottom of the picture. The teacher will assist each student to write his/her address under the home. Students will recite their own addresses.	III. People, Places, & Environments g. Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.	(K) 1.2 Know home address (street, city, state).
	Locate Nevada and states that border Nevada on a map of the United States.	III. People, Places, & Environments c. Use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information.	(1) 3.1 Locate places on a simple picture map. (1) 3.3 Recognize the shape of Nevada.
6	Mail Flat Stanley around the world and chart where he goes on a map. As Flat Stanley goes around the world, have him send back a report about the people, foods, history, etc. of the places he is visiting.	(III)b, (III)d, (III)h	(2)3.3, (2)4.1, (2)3.31, (2)3.27, (2)3.9
	Talk with students about what it takes to be a good citizen.	(X)j	(2)1.5
	Discuss personal property and the rights of individuals.	(X)b	(2)1.6
	Bring a police officer into the classroom for a visit. While there, have students discuss how to resolve conflict.	(IV)h, (IV)e	(2)2.12, (2)1.10
	Use a Venn diagram to help students recognize differences of opinion between Stanley's mother and the police officers.	(IV)d, (VI)a	(2)1.9
8	Students will write about a time when they felt left out or a time when they felt different from others and how they overcame it, worked through it, or what they felt they could have done.	IVf. Explore factors that contribute to one’s personal identity such as interests, capabilities and perceptions IVg. Analyze a particular event to identify reasons individuals might respond to it in different ways.	(3)1.14 recognize the causes and effects of issues and problems (3)1.11 complete tasks independently (3)1.4 discuss why people form groups
13	Research toys (like yo-yos) specific to a particular culture or from a different time period. Create a toy that you think students would enjoy in the future.	Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
17/18	Create a “Flat Stanley” of yourself, mail it to one person in another state with instructions to carry and record what was done with the doll for three days. Next, mail the doll and instructions to another state with the same instructions. The student will put a pin in a map to denote which states the doll has visited. Visit all 50 states.	III.b. Interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs. IId. Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. (If you send it to a distant relative.)	(3) 3.1 Locate places on a simple picture map (3) 3.7 Explain the difference between a city and a state, using appropriate examples.
	Students can brainstorm activities that they can do to help out their community.	IIIh. Examine the interaction of human beings and their physical environment, the use of land, building of cities, and the ecosystem changes in selected locales and regions.	(3)1.13 Recognize differences of opinions.
Chapter Three
Possible Themes: Park System, Families, Self-Esteem/Emotions, Friendship, Weather, Wind, Flora of Geographic Regions,
Spring 2007	Students create an aerial model of their own park and identify what family activities occur there.	IIIg. Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the lake.	(2)3.9 Identify traditions and customs that families practices.
Spring 2007	Students will pretend they are flying over their neighborhood and identify the landforms that they see.		(2)3.8 Identify basic types of landforms and bodies of water (e.g., mountains, valleys, islands, lakes, rivers). [NS2.2.1]
3	Engage in a morning calendar activity with pictures describing outside weather conditions. Relate these to the weather in the book and what conditions would be necessary to fly a kite.	(III, f) Describe and speculate about physical system changes such as seasons, climate and weather. (IV, d) Show how learning and physical development affect behavior. (IV, e) Identify and describe ways family, groups, and community influence the individuals daily. Life and personal choices.	(K) 3.4 Identify daily weather conditions. (K) 1.5 Demonstrate courteous and respectful behavior. (K) 1.7 Work cooperatively in a group.
3	Place random prizes around the room and announce commands including up, down, left, and right to direct children. Include symbol labels on the walls.	(III, a) Construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size and shape.	(K) 3.1 Use vocabulary related to direction and location.
7	Have students describe the typical weather for each season in their hometown.	III. People Places, and Environments: F. Describe and speculate about physical system changes, such as seasons, climate and weather, and the water cycle .	(2)3.13 Describe the weather conditions typical to each season in the community.
	Make a double bubble map of what Stanley might see flying over a rural community compared to an urban community.	III. People, Places, and Environments: H. Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes and selected locales and regions	Compare and contrast rural and urban communities.
	Write a list of all the natural resources Stanley can see when he is flying like a kite.		(2)3.34 describe natural resources (e.g., water, air, trees, rocks, plants, animals, oil, gas)
15/22	After drawing a bird’s eye picture of the environment as Stanley sees it from the sky, students will label landforms, estimate distance, and calculate scale.	People, Places, and Environments: b. Interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs. d. Estimate distance and calculate scale.	3.11 Recall geographic facts from a story. 3.13 Recall personal geographic facts. 3.9 Identify the geographic setting of a picture or a story. (3)3.1. Identify and use the cardinal directions (North, South, East, West) on a compass rose to locate places on a map. (3)3.3 Construct a simple map including title, symbols and directions. (3) 3.11 Discuss how people view their communities.
21	In groups, students will design and draw their own park and explain its purpose (e.g., dog park, kite park, water park, play yard park).	III. People, Places, and Environments: d. Estimate distance and calculate scale.	(2) 1.8 Work cooperatively in groups. (2) 3.33 Construct simple maps.
	Role play Stanley's feelings when he is left in the tree.
Chapter Four
Possible Themes: Institutions, Arts in Culture, Crime, Personal Responsibility, Police, Community Helpers, Current Events/Newspapers, Gender Roles/Identity, Fear/Bravery, Heroes
Spring 2007	As a class, discuss the rights and properties of individuals. Discuss personal possessions and how important it is to respect other people’s possessions. Then, create classroom constitution.	Xb. Identify examples of rights and responsibilities of citizens.	(2)1.6 Demonstrate awareness of the rights and property of individuals.
Spring 2007	Tell students that someone has been coming into the classroom each day during recess and taking all of their lunches. Have students work together to find the lunch thief. Still give students their recess later in the afternoon, but during normal recess time, have students pretend to be Flat Stanleys and hide in the classroom. We will catch the teacher next door snacking on our lunches. We will then discuss crime and punishment in communities.	Xb. Identify examples of rights and responsibilities of citizens.	Work cooperatively in groups. (2)1.6 Demonstrate an awareness of the rights and property of individuals.
2	Do a problem solving activity where students come up with a plan of how they would keep items safe in a museum.	X Civic Ideals and Practices. D. Identify examples and practice-selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. Power, Authority, & Governance. D Recognize how groups and organizations encourage unity and deal with diversity to maintain order and security.	(1) 1.5 Participate in class discussions.
	Have students discuss ways to be good citizens. Also, discuss the rights and responsibilities of responsible citizens.	X Civic Ideals and Practices. B. Identify examples of rights and responsibilities or citizens.	NS 1.0 Rules, Law, and Government: Students know why society needs rules, laws, and governments. NS 5.0 Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country. (2) 1.5 Discuss responsible citizenship, including the importance of education.
	Have students go on a field trip to a museum. After going to the museum, a teacher may have the students participate in a discussion about what pictures, artifacts, and other items that they liked the best.	I Culture. C. Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.	(3) 3.10 Identify how language, music, stories, art, and customs express culture. [NS 2.3.2] (2)1.1 Identify and follow classroom and school rules, that guide behavior and establish order to accomplish tasks.
	Have a guest speaker (e.g., police officer) come in and talk about rules, what happens to those who disobey rules, and how to keep safe. Also, have the guest speaker talk about non-profit organizations.	VI. Power, Authority, & Governance. C. give examples of how government does or does not provide for needs and wants of people, establish order and security, and manage conflict.	(1) 1.1 Explain the necessity for rules at home and school. (3) 2.11 Identify a not-for-profit organization in the community and a service it provides.
	Talk about different jobs around the community (e.g., police officer, museum owner, journalist).	VII Production, Distribution, & Consumption. E describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.	(K) 2.3 Identify types of occupations/services and describe their importance in the community. (3) 2.26 Identify jobs and careers within a city and community.
	Current Events. As the teacher you would first look through some articles in a newspaper or magazine to make sure that the articles are suitable for your class. Then you would have students find articles about rules, regulations, burglaries, laws, and citizenship. For an extension activity we would have the students ask their parents, grandparents, or another person how they keep their valuables safe.	IV Individual Development & Identity g. analyze a particular event to identify reasons individuals might respond to it in different ways. V. Individuals, Groups, and Intuitions. b. give examples of and explain group and institution influences such as religious beliefs, laws, and peer pressures, on people, events, and elements of culture. X Civic Ideals and Practices. B. Identify examples of rights and responsibilities or citizens.	(3) 1.1 Identify examples of rules, laws, and authorities that keep people safe and property secure. 3) 1.14 Recognize the causes and effects of issues and problems.
11	The children will enter the classroom and realize that all the crayons have been “stolen.” They will discuss how it affects them and why it is wrong to steal as the teacher records their ideas on a classroom poster.		NV Standards: 1.0: Rules, Law, and Government- Students know why society needs rules, laws, and governments. 5.0: Citizenship- Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.
14	Have students develop rules, consequences, and responsibilities for individuals who act like the “sneak thieves.”	X Civic Ideals and Practices B. identify examples of rights and responsibilities of citizens	(2)1.1 identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks
23	Pretend Flat Stanley has been kidnapped. Students must pretend to be detectives to figure out who kidnapped him and where he is.	IVh. Work independently and cooperatively to accomplish goals.	(2) 1.6 Demonstrate awareness of the rights and properties of individuals.
24	As a class, have students brainstorm issues in the community and select one issue to consider as a class. In small groups, students will share skills/talents they possess to help resolve the issue.	Civic Responsibility
	Each child will take a picture posed like Flat Stanley and cut him/herself out. Then, each will design a background for the picture to and add a frame. Students will write a story about their artwork.
Chapter Five
Possible Themes: Heroes, Pride/Humilty, Personal Appearance, Friendship, Families, Emotions, Inventions
Spring 2007	Have students think of other possible predicaments for Stanley, and then have the class solve the problems like Arthur did.	IVh. Work independently and cooperatively to accomplish goals.	(2)1.2 Participate in class decision-making.
Spring 2007	Create a short story describing what it would be like if Arthur hadn’t been able to make Stanley “round again.” What would the brothers’ relationships be like?		(2)1.10 Identify appropriate ways to make changes and resolve conflicts.
1	Students create a collage depicting other cultures and family units.	Culture (B) Give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference. (D) compare ways in which people from different cultures think about and deal with their physical envirnment and social conditions.	(2) 3.22 List different groups to which people belong. [NS 4.2.8]
	Students pretend Stanley visited their school while flat. Have them talk in groups, discussing how he is different and the same than the children in the class.	Diversity (E) Give examples and describe the importance of cultural unity and diversity within and across groups.	(2) 1.8 Work cooperatively in groups.
	Have students use problem solving to conceive ideas to help Stanley re-inflate.	Civic Ideals and Practice (C) Locate, access, organize, and apply information about an issue of public concern from multiple view points.	(2) 1.2 Participate in class decision making. [NS 1.2.4]
9	Students role play situations from the chapter of how Stanley was treated and how he felt. They will then role play how those situations could/should have been handled better.	IVg. Analyze a particular event to identify reasons individuals might respond to it in different ways	(K)1.5 Demonstrate courteous and respectful behavior
	Students create a map of Stanley’s house and discuss how homes should refuges from outside influences.	IIIa. Construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape	(K)3.2 Recognize a map and a globe
	Students create their own ending to the story in groups and present to the class.	IIa. Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in view	(K)1.7 Work cooperatively in a group
14	Explain inventors and make a timeline of common inventions.	VIII. a. Identify and give examples which science and technology have changed the lives of people.	(2) 2.11 give examples of inventions
14	Create real life inventions that will help improve common everyday tasks.		(2) 2.10 explain how tools and machinery may help a person work faster or better, or make a person’s life easier