Arkansas Association of Intructional Media Making Connections to the Real World through the Literature of Dr. Seuss Arkansas Association of Intructional Media AAIM Blazing New Trails April 3-5, 2011 Hot Springs, AR

The Wonderful World of Dr. Seuss and the 10 Themes of Social Studies Nancy P. Gallavan, Ph.D. Professor University of Central Arkansas (UCA) Department of Teaching & Learning; MAT Program ngallavan@uca.edu

NCSS Theme 1. Culture The Cat in the Hat (1957)

The Cat in the Hat Comes Back NCSS Theme 1. Culture The Cat in the Hat Comes Back (1958)

The Cat in the Hat Songbook NCSS Theme 1. Culture The Cat in the Hat Songbook (1967)

NCSS Theme 1. Culture The Sneetches and Other Stories (1961)

The Sneetches and Other Stories (1961) Culture Wheel Give each student a copy of the Culture Wheel. Discuss the various cultural characteristics. You may select more, less, or different characteristics. Ask each student to identify her or his cultural characteristics by writing in each segment of the Culture Wheel. You may want students to complete the Culture Wheel with a family member. Be sure to write an appropriate introductory letter with this assignment. Place students with a partner or into small groups to share their Culture Wheels.

The Sneetches and Other Stories (1961) race gender age ethnicity religion nationality appearance language

NCSS Theme 2. Time, Continuity, & Change Dr. Seuss’s Sleep Book (1962)

NCSS Theme 2. Time, Continuity, & Change You’re Only Old Once (1986)

NCSS Theme 2. Time, Continuity, & Change My Many Colored Days (1996)

NCSS Theme 2. Time, Continuity, & Change The Zax from The Sneetches and Other Stories (1961)

from The Sneetches and Other Stories (1961) The Zax from The Sneetches and Other Stories (1961) Conflict Management Select a controversial issue about which you feel quite strong or passionate. In the left oval, describe the issue from your point of view. In the right oval, describe the issue from the opposing point of view. In the overlapping section of the diagram, describe how you could manage the conflict through compromise so you don’t become a Zax.

NCSS Theme 2. Time, Continuity, & Change The 500 Hats of Bartholomew Cubbins (1938)

Packet Resources for Timeline Bartholomew goes to town. Bartholomew meets the King in his carriage. Bartholomew is carried up to the palace by the Captain of the King’s Guards. Bartholomew goes to the Throne Room. Bartholomew meets Sir Alaric –Keeper of the Records. Bartholomew meets Yeoman of the Bowmen. Bartholomew meets the Magicians. Bartholomew meets the Executioner. Bartholomew, the King and the Grand Duke led Bartholomew to highest turret to push him off. Sir Alaric notices the hats began to change! 451 had two feathers. The 500th Hat sells to the King for 500 pieces of gold. Bartholomew gets to go home. Packet Resources for Timeline

The 500 Hats of Bartholomew Cubbins (1938) Timeline Activity Students will create timelines using Bartholomew Cubin's hats. Explain to students how a timeline is a sequence of events that occur in order. Divide students in groups; handout butcher paper size posters and rulers. In group packets have strips of events, hats for students to design their timelines. Read the story. Brainstorm with students what events happened in the story. Have them make a timeline marking each event in order as it appeared in the story. Advise students to be sure the hats are in correct order on the timeline too. Have students paste their timelines together in sequence and explain why they used the order they did.

NCSS Theme 3. People, Places, & Environment Hunches in Bunches (1982)

NCSS Theme 3. People, Places, & Environment Oh! The Places You’ll Go (1990)

NCSS Theme 3. People, Places, & Environment The Lorax (1971)

The Lorax (1971) Debate The story of the Lorax serves as a catalyst for debating the multiple uses of land to serve and please the public. To organize a debate in your classroom, begin by asking students to brainstorm the various used of land. Ideas might include: Leave it natural Preserve it as a national park Allow recreational commercial use Construct residential housing Build small commercial businesses Develop an industrial area Then divide the class so each use has four or five students representing it. Allow time for students to plan ways to strengthen their agendas. Then take turns presenting ideas and debating choices.

NCSS Theme 4. Individual Development & Identity Green Eggs and Ham (1960)

NCSS Theme 4. Individual Development & Identity My Book About Me (1969)

NCSS Theme 4. Individual Development & Identity I Can Lick 30 Tigers Today and Other Stories (1969)

NCSS Theme 4. Individual Development & Identity Did I Ever Tell You How Lucky You Are? (1973)

NCSS Theme 4. Individual Development & Identity What Was I Scared Of? Glow-in-the-Dark Encounter (1973)

A Glow-in-the-Dark Encounter (1973) What Was I Scared Of? A Glow-in-the-Dark Encounter (1973) Journal Writing explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions; analyze a particular event to identify reasons individuals might respond to it in different ways; In this activity students explore the meaning of objects. Objects tell a story about us and the perpetual process of design that is central to human existence. Students will conduct research on the history of pants, and write an imaginary story about a pair of pants. They will host a presentation to share their journal stories. Optional: Give each student a magazine. Have them cut out a picture that contains a pair of pants. Have students create a group story about a pair of pants.

NCSS Theme 5. Individuals Groups, & Institutions The King’s Stilts (1939)

NCSS Theme 5. Individuals Groups, & Institutions If I Ran the Zoo (1950)

NCSS Theme 5. Individuals Groups, & Institutions If I Ran the Circus (1956)

NCSS Theme 5. Individuals Groups, & Institutions Oh, the Thinks You Can Think! (1975)

NCSS Theme 5. Individuals Groups, & Institutions Hooray For Diffendoofer Day (1986)

Hooray For Diffendoofer Day (1986) Give students a copy of the graphic organizer with the circles. Tell students to label the center circle as themselves. Then work your way around the circle. Each of the circles represents a different teacher or staff member at the school. Students should label each circle and include a few descriptive phrases noting how that particular person is special and unique.

NCSS Theme 6. Power, Authority, & Governance I Had Trouble in Getting to Solla Sollew (1965)

NCSS Theme 6. Power, Authority, & Governance Marvin K. Mooney, Would You Please Go Now! (1972)

NCSS Theme 6. Power, Authority, & Governance Horton Hears a Who (1954)

Smallest Shirker, Jo-Jo Horton Hears a Who (1954) Design a hierarchical concept map of the Who-ville town. Discuss with how a hierarchy shows who answers to whom and the importance of voices in a democracy. Have students design a concept map of their own town, city or life at home. Mayor of Who-ville Who-ville People Smallest Shirker, Jo-Jo

NCSS Theme 7. Production, Distribution, & Consumption McElligot’s Pool (1954)

NCSS Theme 7. Production, Distribution, & Consumption Fox In Socks (1965)

NCSS Theme 7. Production, Distribution, & Consumption How The Grinch Stole Christmas! (1995)

How The Grinch Stole Christmas! (1995) Students will design a time capsule after doing an archeological dig of their trash. Day before activity, student should look in their own home trash and write down up to 10 items; five items can be food, five items should not be food. Arrange students in groups of four to five. Step 1: Have them select five items from their archeological dig they would like to place in the time capsule. Step 2: Have the group develop five more items to place in the capsule, so 100 years from now, historians can develop theories about what people produced, distributed and consumed in the year 2009. Step 3: Have student design a group time-capsule on ½ poster board, present their items and display around the room.

NCSS Theme 8. Science, Technology, & Society And to Think That I Saw It On Mulberry Street (1937)

NCSS Theme 8. Science, Technology, & Society On Beyond Zebra (1955)

NCSS Theme 8. Science, Technology & Society Bartholomew and the Oobleck (1949)

Bartholomew and the Oobleck (1949) Writing Exercise. Inventions impact on society, the pros and cons. Use the book as a source to show the pros/cons of Oobleck. Pros Cons Brainstorm with the class after reading the book the pros/cons of the Oobleck. Have students develop an idea for a new invention. Be sure they list the pros/cons for that invention and how it would impact society. Writing Prompt: What would happen if you could invent something new? If I could invent ___________________. Or Describe something you'd like to invent (realistic or outlandish) that would make your life easier.

NCSS Theme 9. Global Connections Scrambled Eggs Super (1953)

NCSS Theme 9. Global Connections Thidwick The Big-Hearted Moose (1948)

NCSS Theme 9. Global Connections The Butter Battle Book (1983)

The Butter Battle Book (1983) Role Playing Read the book aloud to the class Divide the class into groups of no more than three students in each group for a total number of even-numbered groups. Assign the groups as either Yooks and Zooks. Ask each group to identify their situation. Then team one group of Yooks with one group of Zooks. The first task is to role play the story to understand the battle. The second task is to create a new, workable ending.

NCSS Theme 10. Civic Ideals and Practices Horton Hatches the Egg (1940)

NCSS Theme 10. Civic Ideals and Practices One Fish, Two Fish, Red Fish, Blue Fish (1960)

NCSS Theme 10. Civic Ideals & Practices Yertle the Turtle and Other Stories (1958)

Yertle the Turtle and Other Stories (1958) Mock Trial Grades 3-6th Case Scenario—Yertle is the dictatorial and oppressive king of a pond. He decides his kingdom is too small and demands that the other turtles stand on each other’s backs to build a high, then higher, then higher throne for the Mighty Yertle. Yertle’s reign is toppled by a simple, innocent act committed by the lowest turtle in the stack. Original story adds a new angle. One of the turtles in the middle of the stack is name Sadie. Sadie’s mom was angry and said that King Yertle had no right to tell a young turtle to bear the weight of other turtles. Sadie’s local reptile doctor finds a thin crack in her shell which may never heal properly.

Thank you!

And to Think That I Saw it on Mulberry Street 1937 The Five Hundred Hats of Bartholomew Cubbins 1938 King's Stilts 1939 Horton Hatches the Egg 1940 McElligot's Pool 1947 Thidwick, the Big-Hearted Moose 1948 Bartholomew and the Oobleck 1949 If I Ran the Zoo 1950 Scrambled Eggs Super! 1953 Horton Hears a Who 1954 On Beyond Zebra! 1955 If I Ran the Circus 1956 Cat in the Hat 1957 How the Grinch Stole Christmas 1957 Cat in the Hat Comes Back 1958 Yertle the Turtle & Other Stories 1958 Happy Birthday to You 1959

Green Eggs and Ham 1960 One Fish, Two Fish, Red Fish, Blue Fish 1960 Dr. Seuss Sleep Book 1962 Dr. Seuss ABC 1963 Hop on Pop 1963 Fox in Socks 1965 The Foot Book 1968 I Can Lick Thirty Tigers Today and Other Stories 1969 My Book About Me 1969 Sneetches and Other Stories 1969 I Can Draw It Myself: By Me, Myself with a Little Help from My Friend Dr. Seuss 1970 Mister Brown Can Moo, Can You 1970 The Lorax 1971 Marvin K. Mooney, Will You Please Go Now 1972 Did I Ever Tell You How Lucky You Are? 1973

Shape Of Me and Other Stuff 1973 Great Day for Up! 1974 There's a Wocket in My Pocket! 1974 Oh! The Thinks You Can Think! 1975 I Can Read with My Eyes Shut! 1978 Oh, Say Can You Say? 1979 Hunches in Bunches 1982 The Butter Battle Book 1984 You're Only Old Once 1986 I Am Not Going to Get up Today! 1987 The Seven Lady Godivas 1987 The Tough Coughs as He Ploughs the Dough 1987 Oh, the Places You'll Go! 1990 I Had Trouble in Getting to Solla Sollew 1992 Daisy-Head Mayzie 1995 My Many Colored Days 1996 Hooray for Diffendoofer Day! 1998