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about Trade Across Time and Culture?

TRADE ACROSS TIME & CULTURE

Differentiated Literacy in the Social Studies Classroom

Roger S. ThomasResource Teacher

Cultural Studies Unit/Social Studies

JCPS Gheens [email protected]

So, we will be considering two ideas:• There is important content to address with students, and•We can use differentiated literacy strategies to do so.

National Geographic School Publishingwww.nationalgeographic.com/schoolpublishing

Trade Across Time and Cultures explains how the desire for four different types of goods – silk, spices, salt, and fur – led to the development of various trade routes around the world.

Common Key Concepts and Big Ideas

While each book focuses on one of these types of goods and the exploration that stemmed from the search for trade routes, the same key concepts are developed across books to help students focus on the big ideas.

Cultures Change

The theme explores how people’s lives change when cultures meet to exchange goods and ideas.

Content supports Key ConceptsStudents use the specific

content and vocabulary within each book to discuss and examine these big ideas, or key concepts:

Exploration results in the exchange of goods and ideas,

Explorers may seek land, new trade opportunities, or wealth, and

When cultures meet, people’s live often change.

The examination of these texts can give insight to…

Government & CivicsCulture & SocietyEconomicsGeographyHistoryThere are strong content

connections!

9

Activity What are some ways introducing students to Trade Across Time & Culture will help teach the “Big Ideas” of Social Studies?

Work with a

partner

“Making a difference means making it different.”

From Position Statement of International Reading Association (March 2000)

The four texts are written at a different reading level to: Facilitate differentiated instruction Promote equity to access for all students Provide standards-based curriculum Support developmental needs of readers Provide explicit vocabulary & comprehension strategies Develop fluency, and Offer materials that streamline teacher planning.

Activity – 4 Corners1. Have never been exposed to

differentiation2. Have used it/ seen it/ heard of it3. Have designed curriculum using DI

concepts4. I have taught others how to implement DI

in their classroom

How can you use 4 Corners in your classroom?

12

Anticipating Student Needs

1. Need for reading support2. Need for vocabulary building3. Need to address difficulty in attending

to class4. Need to address strengths in an area

of study5. Need for targeted instruction and

practice

19

Activity What are some effective ways to anticipate student needs for reading support, vocabulary building, attending to what’s going on, strengths, targeted instruction and practice?

Work with a

partner

Differentiation of Instruction

Guided by general principles of differentiation

Respectful task

Teachers can differentiate

Content Process Product

According to student’s characteristics

Readiness Interests Learning Profile

Through a range of instructional and management strategies such as:

Flexible grouping Formative assessment/adjustment

Multiple Intelligences Jigsaw Literature Circles SimulationsTaped Materials Learning contracts Choice Boards CubingRAFT (Role, Audience, Format, Topic) Independent study Reading buddies Split Journals Small group instruction Tiered lessons, centers, products Varied journal prompts Varied Supplementary Materials, Texts, Activities, Questioning, Homework

Level A – Fry Score 3.5Uses Level A with• students who are reading well below

grade level.• students who generally have limited

vocabulary and background knowledge.• students who generally are most

successful with familiar words that are easy to decode and within their oral vocabulary.

• students who are most successful with text that uses short and simple sentence structures with straightforward syntax.

• students who understand content best when the text uses concrete examples to explain concepts.

• students with reading levels that range from 2.6 to 3.5.

Level B – Fry Score 4.5

Use Level B with• students who are reading at or below grade level.• students who can read two-syllable words that are easy to decode and within their oral vocabulary.• students who best understand text that uses mostly short, simple sentences with straight-forward syntax.• students who understand concepts that are explained carefully and use some concrete examples.• students with reading levels that range from 3.5 to 4.5.

Level C – Fry Score 5.2Use Level C with• students who are reading at or above

grade level.• students who have a good grasp of

common vocabulary and are able to use context and other resources to unlock the meaning of technical content words.

• students who can understand simple and most complex sentence structures.

• students who, with appropriate support, can understand abstract concepts.

• students with reading levels that range from 4.8 to 5.9.

Level D – Fry Score 6.2Use Level D with• students who are your strongest readers.• students who have well-developed vocabularies and broad background knowledge about a range of topics.• students who are able to understand most complex sentence structures used in expository writing.• students who can grasp abstract concepts with appropriate support.• student with reading levels that range from 6.0 to 6.9.

http://school.discoveryeducation.com/schrockguide/fry/fry.html

Kathy Schrock provides an explanation of the Fry Reading Level and a printable graph with which other texts can be leveled.

Directions for Use of the Fry Readability Graph• Randomly select three 100-word passages from a book or an article. • Plot the average number of syllables and the average number of sentences per 100

words on the graph to determine the grade level of the material. • Choose more passages per book if great variability is observed and conclude that

the book has uneven readability. • Few books will fall into the solid black area, but when they do, grade level scores are

invalid.

Additional Directions for Working Readability Graph• Randomly select three sample passages and count exactly 100 words beginning

with the beginning of a sentence. Don't count numbers. Do count proper nouns. • Count the number of sentences in the hundred words, estimating length of the

fraction of the last sentence to the nearest 1/10th. • Count the total number of syllables in the 100-word passage. If you don't have a

hand counter available, an easy way is to simply put a mark above every syllable over one in each word, then, when you get to the end of the passage, count the number of marks and add 100.

• Enter graph with average sentence length and number of syllables; plot dot where the two lines intersect. Area where dot is plotted will give you the approximate grade level.

• If a great deal of variability is found, putting more sample counts into the average is desirable.

What if you don’t have a differentiated set of texts?

So, I grabbed some of my Lewis & Clark books of the

shelf and did some counting…

3 samplings of 100 words:• 131 syllables/9 sentences – level 5• 130 syllables/7 sentences – level 6• 139 syllables/6 sentences – level 7


http://www.amazon.com/gp/reader/1556523742/ref=sib_dp_pt


100 words:• 154 syllables/7 sentences – level 6• 134 syllables/7sentences – level 7•130 syllables/6 sentences – level 7

http://www.amazon.com/gp/reader/0439280680/ref=sib_dp_pt

4 samples of 100 words:• 151 syllables/7 sentences – level 8• 133 syllables/8 sentences – level 5•168 syllables/11 sentences – Long Words• 146 syllables/10 sentences – level 6

3 samples of 100 words:• 144 syllables/8 sentences – level 7• 147 syllables/9 sentences – level 7• 136 syllables/10 sentences – level 5

At first glance they all are within the Middle School range and that’s a good thing.

But … all of my students do not read at a Middle School level, so I need some lower level resources. Any suggestions?

National Geographic School Publishingwww.nationalgeographic.com/schoolpublishing

Activity worksheets like this

one are provided to make

the connection between the trade

during these

historical periods and our

economic activity today.

“This says that at one time people grew or found everything they needed to live.”

“This says that people first traded the items they had or grew with other people.”

“I’m going to summarize what I’ve read: Long ago people traded what they had or grew to get what they

needed. Later they began using money to pay for things.”

“I think that buying things with coins and paper money has made buying things easier.”

Let’s activate prior content knowledge…

What do we already know about the trade routes?

• Geographic hints?• Stories of History?• Culture?

K (What we Know) W (What we Want to know)

L (What we Learned)TRADE

On the north side of the GobiUnderneath the Eternal Blue SkyWith his sheep and horsesAnd all the tribal warsGenghis Khan was quite a guyNow he brought the Five Tribes

together‘Neath his spirit banners, white and

black‘Cause in peace or war it’s loyalty for

sureThat kept the people coming backTo their Khan, Khan, Genghis Khan‘Couldn’t read or write but he’d just

begunHis empire to unfurlAnd bring about a whole new worldNow Genghis, he a MongolHis cavalry rode 70 miles a dayAgainst the cities or knights he never

lost a fightCreated warfare a whole new wayHe conquered China, Persia, Europe &

RussiaHe used their weapons & technology,

tooThe largest land empire did he acquire12 million square miles before he was

through‘Cause he’s the Khan, Khan, Genghis

Khan‘Couldn’t read or write but he’d just

begunWith his siege engines he would hurlThe stuff to bring about a whole new

world

Well, Genghis introduced immunityTo all diplomats, both foe and friend He never took a hostage And he outlawed tortureMade religions learn to live & let live Yeah, he set up a postal systemBack & forth all along the Silk RoadFrom Europe to China there was no

system finerFor the news and the caravan loads‘Cause he’s the Khan, Khan, Genghis

Khan‘Couldn’t read or write but he’d just

begunTo spread culture to the boys and girlsAnd bring about a whole new worldWell, Genghis didn’t care who was

betterHe only wanted folks to work as oneWhen it came to education he had no

trepidationSeeking truth every place under the sunHe’s the Khan, Khan, Genghis Khan‘Couldn’t read or write but he’d just

begunOur modern values to unfurlAnd bring about our whole new world

Genghis KhanBy Roger S. Thomas, to the tune Bad, Bad Leroy

Brown

La Canción de Spice (The Spice Song)By Roger S. Thomas to the tune Cielito Lindo

The Molucca Islands in Indonesia was where they traded for

spicesChinese and Arabs and Portuguese, the Dutch and English

all brought greedy vicesAy-ay-ay-ay! Nutmeg and cinnamon smell sweetThe red, white and black peppers give flavor to youBut use mustard and cloves with your ham meat For hundreds of years the Arabs controlled the Spice Route

network of tradingFrom the Mediterranean east all the way to the Pacific

where the spices were waitingAy-ay-ay-ay! Nutmeg and cinnamon smell sweetThe red, white and black peppers give flavor to youBut the Arabs will never eat pig meat The trade with the Italians led the way to the exchange of

many new ideasThe number system and the astrolabe were among the

tools Arabs providedAy-ay-ay-ay! Nutmeg and cinnamon smell sweetThe red, white and black peppers give flavor to youBut the Portuguese wanted their own spiced heat

So they kept on exploring and navigating until they sailed all around Africa

They set up their own route and became rich selling to Europe the spices of India

Ay-ay-ay-ay! Nutmeg and cinnamon smell sweetThe red, white and black peppers give flavor to

youAnd ginger from China is so neat. Then the Dutch and the English took over the

Spice Trade and controlled it ‘til the 20th Century

Indonesia and India were places they changed the culture of people who weren’t free

Ay-ay-ay-ay! Nutmeg and cinnamon smell sweetThe red, white and black peppers give flavor to

youBut ginger snap cookies are good to eat.

I’VE BEEN WALKING ‘CROSS THE DESERTBy Roger S. Thomas to the tune, I’ve Been Working on the Railroad

I’ve been walking ‘cross the desert with my caravan

I’m looking out for the oasis, an isle of green in all this sand

The Sahara’s vast and hot and dusty but I don’t really care

I’m bringing salt out on my camel and I can’t wait to get there

Tradin’ salt for gold, tradin’ salt for goldTradin’ salt for gold in West Africa Tradin’ salt for gold, it never will get oldOn the Salt Route where I walk

Someone’s bringing Islam to MaliSomeone’s bringing new ideas to

TimbuktuSomeone’s teaching math and

astronomyTo the students and the leaders, too

And they’re tradingKola nuts and iron toolsSlaves for horses and camels, tooBut salt for gold is the best trade to doIn the city of Timbuktu

Hudson BayBy Roger S. Thomas to the tune, Danny Boy

Oh, Hudson Bay, the profits now are callingFrom beaver pelts, most useful of all furThe competition between French and EnglishWill strip the Native Americans of all they’re worth For kettles, knives and scissors, awls & needles Colorful beads of glass and blankets, tooThey’ll trade the skins of fur-bearing animalsOn Hudson Bay my wealth and fortune will accrue Yes, new ideas from all our explorationWill help us hunt and travel through their landAnd grow crops like maize, beans, squash and tobaccoWhen we decide to just take over all their land

Let’s do a carousel activity examining the materials.

Get the small piece of paper out of your folder.

This is the question you will explore.

TRADE ACROSS TIME & CULTURESTYPE OF TRADE GOODS & IDEAS

EXCHANGEDREASONS FOR EXPLORATION

HOW LIVES CHANGED THROUGH TRADE




SILK




SILK Spices, wool, Buddhism





To learn about China, to make

money, find new trade

opportunities







opportunities

Knowledge of new cultures, fighting towns destroyed




SILKMarco Polo & his father &

uncle

Spices, wool, Buddhism



opportunities






uncle




opportunities


SPICES





uncle




opportunities


SPICES Knowledge of religion, pottery, number system,

astrolabe





uncle




opportunities



astrolabe

Find a trade route, find wealth





uncle




opportunities



astrolabe


Change in culture, new countries in

charge of the trading





uncle




opportunities


SPICESIbn Battuta, Ibn

Fadln, Barolemeu

Dias, Vasco da Gama

Knowledge of religion, pottery, number system,

astrolabe








uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe




SALT





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe




SALT Gold, kola nuts, iron tools, slaves, horses, camels, knowledge of mathematics, astronomy,

medicine, and religion





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe






To find riches, curiosity, learn

new information, find new trade opportunities





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe








Spread of Islam, change in culture,

new wealth, growth of cities, growth of slave

trade





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe




SALTMansa Musa, Ibn Battuta,

Leo Africanus

Gold, kola nuts, iron tools, slaves, horses, camels, knowledge of mathematics, astronomy,






trade





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe





Leo Africanus







trade

FUR





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe





Leo Africanus







trade

FUR Metal, glass, tools, knives, awls, sewing needles, wire, sword blades, arrowheads,

blankets, cloth, skills of fishing &

hunting





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe





Leo Africanus







trade



hunting

Looking for riches, expand trade, discover new land, find

new trade opportunities





uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe





Leo Africanus







trade



hunting



Loss of traditional skills, change in

culture, war, loss of land

TYPE OF TRADE GOODS & IDEAS EXCHANGED

REASONS FOR EXPLORATION



uncle




opportunities



Fadln, Barolemeu

Dias, Vasco da Gama


astrolabe





Leo Africanus







trade

FURJaques Cartier,

Samuel de Champlain, Pierre Esprit

Radisson, Medard

Chouart des Groseillier

Metal, glass, tools, knives, awls, sewing needles, wire, sword blades, arrowheads,


hunting



Loss of traditional skills, change in

culture, war, loss of land

TRADE ACROSS TIME & CULTURES

IN CONCLUSION:Trade Across Time & Culture has much to offer when teaching the Big Ideas of Social StudiesDifferentiated reading strategies work well in Social StudiesYou can differentiate selections you already have in your classroomUse Multiple Intelligences in literacy instruction

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